Language and Composition
Course Outline
Mr. Riskind
Email:driskind@barrington220.org
Voicemail: 847-842-3200, ext. 5099
*This syllabus is a general outline and may be subject to change.
Course Description:
Language and Composition is a semester course intended for upperclassmen who are
working to gain additional strength in their writing. It focuses on the principles of
competent expository and argumentative writing: the formulation and refinement of a
thesis statement; the rhetorical strategies for structuring and developing the discussion
growing out of that thesis; and the grammatical and usage skills in the revision and
editing of the essay. In addition, students write in the genres of memoir and personal
response. Shorter essays by professional writers are read and analyzed as models for the
students’ endeavors.
Course Outcomes:
Students will . . .
 be able to identify grammatical and usage errors in writing;
 develop fluency in both verbal and written articulation of ideas and arguments and
use writing and the process of writing as a means of thinking, self-discovery, selfreflection, and personal communication;
 increase the range and use of their vocabulary.
 develop close reading skills for a variety of texts, including non-fiction and
media, and analyze these texts for varied purposes: determining relationship of
one part to other parts, and to the whole; to interpret the thesis, argument, style,
tone, structure, and diction;
 experiment with different elements of the writing process (such as mapping, freewriting, rough-drafts, and peer-editing);
 develop their writing skills and gain exposure to a variety of written modes, such
as exposition and argumentation, with constant emphasis on clarity, audience,
purpose, and precision.
Course Level Essential Questions:
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What is the relationship between our public and private selves?
What forces—family, class, gender—shape our identity?
What constitutes success? How do Americans define success?
What role do spiritual values play, if any, in the construction of identity?
How do you fight values within the larger culture?
How do you challenge the values of your particular peer group?
What is the relationship between a person’s professional occupation and the
expression of emotion?
How do you deal with loss?
When is expressing emotion healthy? When is it destructive?
What values in our culture do you consider destructive? Why?
Units of Study
Unit 1: Essays of Personal Conviction
Unit Essential Questions:
 What constitutes success? How do Americans define success?
 How do you fight values within the larger culture?
 How do you deal with loss?
 What values in our culture do you consider destructive? Why?
 What role do spiritual values play, if any, in the construction of identity?
 What are the elements and structure of a persuasive essay
Text: The Last Lecture
Unit 2: Personal Memoir
Unit Essential Questions:
 What forces—family, class, gender—shape our identity?
 How do we find meaning in our life?
 What is the relationship between reading and writing?
 What is good writing?
 What are the elements and structure of a memoir?
Texts available for use in this unit:
 Black Boy
 This Boy’s Life
 An American Childhood
 When I was Puerto Rican
 Selected personal narratives
Unit 3: Response to the Short Story
Unit Essential Questions:
 What values in our culture do you consider destructive? Why?
 How do you fight values within the larger culture?
 How do you challenge the values of your particular peer group?
 What constitutes a good story?
 What makes effective literary response?
Texts available for use in this unit:
 50 Great American Short Stories
 American Short Story Masterpieces
 Ten Top Stories
 “Rita Hayworth and The Shawshank Redemption”
 Lost episode
 Family Matters (Perfection Learning)
Unit 4: Reading Workshop
This workshop strand runs throughout the semester.
Unit Essential Questions:
 What is reading?
 What do good readers do?
 How can reading influence our lives?
 What elements are necessary in a good book?
 How does genre influence the structure of a book?
Texts available for use in this unit: Student self-selected novels.
Assignments
Assignments (tests, essays, participation, homework, etc.) will be graded on a point
system. (Collect returned assignments in your binder.) Major assignments, such as essays
and end-of-unit tests, will be worth considerably more points than lesser assignments. A
pop quiz may be given as a follow-up to any reading assignment.
Cheating
School policy regarding cheating will be strictly followed. In particular, regarding
written assignments, cheating includes using ideas or written material from other sources
– students or professional writers – without acknowledging the source in student’s own
writing. The class will use turnitin.com for all major assignments.
Homework/Late Work/Makeup Work
The class agenda and homework will be posted on the school website on a daily basis.
Homework will normally be due at the beginning of class. Late homework will be
accepted for reduced credit. Late homework must have my signature and date in order to
receive credit. Assignments are not accepted one week after they are due.
In cases of excused absence, a student will have one day in addition to the number of
days missed (n+1) to complete any missed classroom assignments. When you return after
an absence, it is your responsibility to find out what work you have missed. Before
returning to class, students should always check the school website to learn about the
homework that was missed.
All essays and major assignments are due on the due date—late work will result in grade
reductions. If you anticipate a problem with any due date, speak with me well ahead of
time.
If you or your parents have any questions after your major assignment has been returned,
I am more than happy to discuss any questions you may have. However, it is strongly
recommended that you wait 24 hours before discussing the assignment with me.
Cell Phones
This class strictly follows the school cell phone policy. There will be no warnings, afterschool talks, or second chances. 1st offense = four detentions….
Office Hours
I am usually available after school. If you have any questions or need extra assistance,
please do not hesitate to contact me. If parents have any questions, the most effective way
to contact me is via email.
Please read over this document with your parent(s)/guardians(s). After doing so, please
sign below. Signing this document verifies that both the student and the
parent(s)/guardians(s) understand the procedures explained above. If any questions
remain, please feel free to e-mail me.
Student Signature: _______________________________
Parent/Guardian Signature:_________________________