English 3H/AP English Language and Composition
Ms. Bernadette Stewart, Instructor
Voice Mail Extension: 686
Teacher Web: Teacher Web.com
http: //www.teacherweb.com/NY/PrestonHighSchooi/MsStewart/
Preston email: btstewart@prestonhs.org
By American literature in the proper sense we ought to mean literature
written in an American way, with an American turn of language and an
American cast of thought. The test is that it couldn't have been written
anywhere else. - Mark Twain
Course Description: The primary focus of this course is writing for effective
communication. With this in mind, we will work on developing your ability to write for
different purposes (to persuade, to analyze, to explain, to synthesize, to express your
personal thoughts and feelings) and for different audiences. Emphasis will be placed on
content, purpose and audience. It is our expectation that all of you will take the AP
English Language exam in May and that those of you who have not taken the New York
State English Regents exam will take that exam in January. During the second
semester you will focus on writing a literary analysis of a major American literary work of
your choice in addition to creating the evaluation of your writing portfolio. The literary
focus of this class is American literature from the 17th century through the 21st century,
primarily non-fiction works. You will read a variety of literary genres produced by writers
of diverse cultural backgrounds. Thinking critically about what you have read, you will
consider what it means to be an American and what it is that constitutes American
culture.
Objectives: You will be able to:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story
or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced
and developed).

Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
one play by an American dramatist.)

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works
of American literature, including how two or more texts from the same period treat similar themes or
topics.

Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power,

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents)
and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses).

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical
and literary significance (including The Declaration of Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,
and rhetorical features.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 1–
3 up to and including grades 11–12 here.)

Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new new arguments or
information.

Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, or teacher-led) with diverse partners on grades 11-12 topics, texts, and issues
building on others’ ideas and expressing their own clearly and persuasively.
Required Student Materials (other than NYS provided texts and texts that must be
purchased):
While it may seem elementary for Juniors to be reminded about student materials,
experience prompt s me to share this with you:
American Heritage Portable Dictionary
3 subject college ruled notebook with folders in notebook /perforated sheets
Pen (preferably 2)
Pencils
Post It Notes ( many!)
2 double pocket folders for writing assignments and handouts
Clean memory stick or CDs for written work storage
Stapler (mini)
Grading Policy:
1. It is the policy of the English Department to assign a failing grade for the
course to any student who does not complete the assigned literary analysis
paper and portfolio evaluation.
2. Quizzes, short writing assignments, and occasional homework assignments make
up 40% of the quarter grade. Tests and major assignments constitute 60% of the
quarter grade. Attendance, preparation, effort and class participation are also
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factored into these grades. See the Student Handbook for attendance and tardiness
impact on grades and Honor Roll eligibility.
3. Work that is incomplete or not done neatly on standard size loose – leaf with
complete headings will NOT be accepted for grading. You are expected to type all
writing assignments formatted according to MLA style unless the teacher explicitly
states the assignment should be handwritten. ALL writing assignments are to be
submitted to TII.com. Failure to do so will result in a grade that is 50% of what
the grade would have been if submitted. Students, who use/submit plagiarized
materials in whole or in part from any source, including the Internet, receive a
grade of 0 for that assignment.
4. A penalty of 5 points will be deducted for each calendar day the assignment is
late. A penalty of 10 points will be deducted for an assignment not ready to be
handed in at the beginning of class, that includes papers not stapled. If you are
absent, you must check my page on TeacherWeb for assignments, announcements,
etc. See the Student Handbook for attendance and tardiness impact on grades and
Honor Roll eligibility.
5. It is my policy to drop the lowest quiz grade for the Report Card quarter grade
not I/R grades.
Makeup Work Policy: You are expected to be present for quizzes and tests and
to hand in all writing assignments on time. Therefore, missed quizzes cannot be
made up. Tests may be made up, at the teacher's discretion, within THREE
school days of your absence. After that time, a grade of zero will be assigned for
any work not made up. It is your responsibility to find out about the reading and
written assignments and impending quizzes and tests. My website is found on
TeacherWeb.com. You are responsible for checking it on a daily basis. Late
work (not handed in at the start of the class for which it is due) may or may not
be accepted at the teacher's discretion, and if accepted will have 5 points
deducted for each calendar day the assignment is late.
Expectations: You are expected to
1. Have your English 3H textbooks, dictionary and notebooks with you in class daily;
if supplementary texts are assigned, these too must be brought to class;
2. Keep your textbooks covered and in good condition; demerits will be issued for
uncovered texts. The books must be covered by the date the instructor
determines.
3. Read the assigned pages and to complete assignments;
4. Arrive for class on time and be prepared to discuss your assignments;
5. Keep a portfolio of your written work; make sure to back up any written
assignments saved on your hard drive!
6. Take notes on your reading and on class discussions and use these notes to
help you study for tests;
7. Maintain appropriate behavior toward your classmates and your teacher (i.e.,
me) with the intent of preserving the classroom as a learning environment. You
will be dismissed from class for inappropriate behavior and you will forfeit
any quizzes or tests you miss.
Failure to meet these expectations will result in the issuance of demerits or detention, as
specified in the Student Handbook.
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Your parent or guardian will be notified if you have missed assignments, if you are
consistently unprepared for class, if your classroom behavior interferes with the learning
environment, or if otherwise deemed necessary by me.
Portfolios: You are responsible for maintaining a portfolio of your written work, including
draft copies, revisions and final copies. This will allow you and me to evaluate the
progress being made in your writing skills over the course of the academic year. All
students in English 3R/3H are required to submit their portfolios to the English faculty as
quarter
h
part of a 4th
project which is graded in lieu of a final exam. It is strongly
recommended that you save all writing assignments either on your hard drive. And CD
or memory stick so that you do not have to retype assignments.
Extra Help: If you are having difficulty in this class, you are encouraged to seek extra
help. I am available by appointment after school. Help is also available during
study periods at my discretion. There are situations for which I mandate extra help.
Extra help with writing is available after school in the Writing Center from 3-4 p.m. ,
Mondays through Thursdays. You must sign-up for the Writing Center. The sign-up list
is posted on the bulletin board outside the English Department office.
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Parental/Guardian Signature:
I have read the above policy statement and will partner with you to ensure that
--------------(name of student) fulfills the requirements of
the course and works to her full academic potential.
(Signature of parent/guardian)
Student Signature:
I,--------------- have read and understand the rules and
expectations. In an effort to insure the success of this class, I agree to abide by the
expectations. I also understand the consequences of violating the rules and
expectations.
{Signature of student)
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