ENGLISH III AP
English Language and Composition
Mrs. Angerer
Email: Kristen.angerer@cms.k12.nc.us
INTRODUCTION
Current trends at most colleges and universities now require of entering freshmen two
courses in English. The first of these is devoted strictly to composition, especially the various
modes writing required in later courses, and students generally read selections from nonfiction prose models—including but not limited to—autobiography, biography, essays,
articles, letters, diaries, and historical documents. Selected authors and texts for each of
these genre stem from instructional materials provided by the College Board. AP Language
and Composition is a college level course available to juniors that offers students the
opportunity to fulfill this first requirement and to earn college credit. By design, the course
will be rigorous, focusing on writing, critical reading, and analysis of prose, and language.
The second required college course is generally an introduction to imaginative literature with
emphasis on critical reading and analysis of fiction, drama, and poetry. Papers are generally
literary analysis. Students who successfully complete English IV, AP should fulfill this
requirement.
Thus, by taking both AP English courses, students have the opportunity to earn ALL college
English credits while still in high school. Although AP courses are more rigorous and
demanding—requiring more reading and writing—they can also be the most rewarding.
The course overview and objectives for the course that follow are taken from the AP® English
Course Description published by the College Board.
WRITING
As a college-level course, English III AP will require more writing with emphasis on the
following:
 the writing process, including invention, arrangement, drafting, and revision
 the four aims of writing—reflective, informative, persuasive, and literary
 the rhetorical modes of narration, description, exposition, and argumentation
 the research project in preparation for the Graduation Essay Project
In addition, attention will be given to correcting common errors in grammar, spelling,
punctuation, and mechanics, commonly found in college freshmen papers. But most
importantly, students will be expected to develop a more mature and sophisticated style of
writing through an effective use of diction, syntax, tone, and audience in order to
communicate with mature readers. To this end, students will analyze selected passages from
Nancy Dean’s Voice Lessons for diction, syntax, tone, imagery, and selection of detail;
students will then write original responses, modeling the practiced technique. In addition,
students will write in a variety of contexts including but not limited to reader response
journals, double entry journals, and personal reflections. From these short writes, students
will develop full length essays, producing 2-3 rough drafts of each paper that will be critiqued
and edited by peers and instructor.
Finally, ALL papers must be computer generated, using the Times New Roman font, 12 pt.,
following the format used for college papers (To be discussed in class). Any paper that is
NOT typed will be penalized TEN points.
READING
Typical of a beginning college course in writing which emphasizes rhetorical techniques and
modes of exposition, the reading of non-fiction selections, both print and non-print, will give
students an opportunity to:
 improve comprehension, interpretation, and evaluation
 improve vocabulary
 explore ideas for discussion and models for types of papers required
 improve critical thinking through an analysis of how language with all its complexities
is used in a wide variety of prose styles from many disciplines and historical periods
To these ends, reading selections will illustrate the four aims of writing as well as provide the
model for the rhetorical modes (see “Writing” above), so that students will learn the
connections between interpretive skills in reading and writing. To achieve this objective,
students will receive instruction in the SOAPSTone strategy developed by Tommy Boley in
order to aid in the analysis of prose and visual texts. Students will practice these strategies
in the prose and visual texts listed in the daily assignments below.
GRADUATION ESSAY PROJECT
To meet a graduation requirement established by CMS, each student will complete a
Graduation Project. During their junior year, students will complete research and write an
essay of approximately 6-10 pages based on an approved topic of the students’ choosing.
Since this project is not tied to the students’ English grade, this work will be overseen by a
community mentor and academic advisor. However, the instructor will spend several class
periods on the techniques of writing a research essay: note taking, evaluation of primary and
secondary sources, organization, Toulmin method, and MLA documentation.
THE ADVANCED PLACEMENT EXAMINATION
The culmination of English III, AP is the Advanced Placement Examination, given nationally
each year in May. By scoring a 3 or higher, a student can gain advanced placement standing
in college or possibly earn college credit. There are two basic methods by which this can be
accomplished. The first is to read all daily assignments carefully and conscientiously. By
doing so, the student builds those skills expected of Advanced Placement students. The
second is to become familiar with the format and types of questions asked on the
examination. To this end there will be timed essays and multiple choice drills which should
facilitate scoring well on the examination. These drills are a vital part of English III, AP, and
failure to perform accordingly will seriously and adversely affect one’s grade and possibly
one’s score. Students enrolled in English III, AP will sit for the examination on Wednesday,
May 11, 2011.
EVALUATION AND CREDIT
The numerical evaluation system for English III, AP will follow the county grading scale.
A
B
C
D
F
93-100
85-92
77-84
70-46
69 and below
Your final grade will be determined as follows:
Major Assignments (papers, tests, projects, timed AP Essays)
Minor Assignments (quizzes, short papers, timed AP drills)
70%
30%
Papers must be submitted AT THE BEGINNING OF THE CLASS PERIOD DUE. Late papers –
regardless of reason, including computer failure, field trip, early dismissal and unexcused
absences - will be subject to the Myers Park High School Missed Work policy, even if they
are only one period late. NO EXCEPTIONS.
Any assignments, including tests and in-class writings, will also be subject to the missed
work policy if an absence is unexcused. For excused absences, all work assigned prior to the
absence, including papers, is due immediately upon return to class. Arrangements to makeup tests and other in-class assignments missed for an excused must be arranged by the
student within five school days of returning to class.
Though it is not ethical to connect grades to attendance, the law is not necessary here as
students will come to understand that poor attendance results in missed instruction and
therefore a poor grade.
MYERS PARK HIGH SCHOOL MISSED WORK POLICY
Credit for late work shall be awarded according to the following guidelines:
a. If a student was present in class on the due date, the work will be given less credit.
The student may receive a maximum score of 80% if the assignment is turned in
within 24 hours.
b. If the student was not present in class on the due date because of an excused or
code zero absence, full credit shall be given for the work. If the assignment is
turned in on the day the student returns to school, full credit may be awarded. If
the assignment is turned in within 5 school days, the student may receive a
maximum score of 80% on the assignment.
c. If the student was not present on the due date because of an unexcused absence,
the work will be given less credit. If the assignment is turned in within 5 school
days, the student may receive a maximum score of 80% on the assignment.
d. Late assignments will be assessed penalties as follows: up to 5 days late, maximum
score of 80%, 6 days late, maximum score of 70%, 7 days late, maximum score of
60%, 8 and subsequent days late, maximum score of 50%.
e. Late assignments will not be accepted after the respective quarter ends.
MATERIALS
I. Course Texts (provided by school)
Kirszner, Laurie G., and Stephen R. Mandell. Patterns for College Writing. 7th
Ed. New York: St. Martin’s Press, 1998.
Roskelly, Hephzibah and David A. Jolliffe. Everyday Use: Rhetoric at Work in
Reading and Writing. AP Edition. New York: Pearson, 2005.
II. Course Supplements
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1999.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New
York: Modern Language Association Publishers, 2003.
Hawthorne, Nathaniel. The Scarlet Letter. New York: W.W. Norton & Company,
1988.
Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and Homer
Simpson Can Teach Us About the Art of Persuasion. New York: Three
Rivers Press, 2007.
McBride, James. The Color of Water. New York: Riverhead Books, 2006.
Murphy, Barbara and Grace Freedson. 5 Steps to a 5 on the Advanced
Placement Examinations: English Language. New York: McGraw Hill,
2002.
Philbrick, Nathaniel. In the Heart of the Sea: The Tragedy of the Whaleship
Essex. New York: Penguin Books, 2000.
III. Teacher Resources
Adler, Mortimer J. The Paideia Proposal: An Educational Manifesto. New York:
Macmillan, 1982.
Cohen, Samuel, ed. 50 Essays: A Portable Anthology. Boston:
Bedford/St.Martin’s, 2004.
College Board. AP Central. http://www.collegeboard.com
---. AP English Course Description. New York: The College Board,
2005.
---. The AP Vertical Teams Guide for English. New York: The College
Board, 2005.
Dean, Nancy. Voice Lessons. Gainesville, Florida: Maupin House Books, 2000.
National Paideia Center. The Seminar Sampler. Chapel Hill: National Paideia
Center, 2002.
Pauk, Walter. How To Study in College. 7th ed. Boston: Houghton-Mifflin:
2000.
Rosa, Alfred and Paul Eschholz. Models for Writers: Short Essays for
Composition. 8th ed. Boston: Bedford/St. Martin’s, 2004.
IV. Student Materials
Paperback or hard cover dictionary for vocabulary acquisition
Mead Composition notebook
Binder for organization
Agenda for daily and long-term assignments
COURSE OUTLINE: A STUDY OF AIMS AND MODES OF WRITING
(All selections will be from Patterns…unless otherwise indicated.)
For each mode covered, students read an overview that highlights the skills involved in
planning, structuring, revising, and editing an essay of that particular mode. Then students
read and analyze selected essays, looking for stylistic and rhetorical features such as diction,
syntax, tone, author’s purpose, and thesis. These skills are then reinforced through a study
of non-print text and applied in a student’s original essay. Through direct instruction and
modeling, students work with various language skills as they engage in the writing process.
I. Fall Semester: A Look at Reflective and Informative Aims in Narrative,
Descriptive, and Expository Modes
a. Introduction
READING: Reading to Write pp. 1-7
Invention pp. 15-33
Arrangement pp. 37-50
Drafting and Revising pp. 51-68
b. Personal Writing: The Mode of Narration
READING: NARRATION pp. 71-83
ANALYSIS: Maya Angelou, “Finishing School” p.89
Bonnie Smith-Yackel, “My Mother Never Worked” p.96
Martin Gansberg, “Thirty-Eight Who Saw Murder Didn’t Call the
Police” p.101
Barbara Ehrenreich, “Scrubbing in Maine” p. 106
George Orwell, “Shooting an Elephant” p. 117
Sherman Alexie, “Indian Education” p.126 (FICTION)
Ralph Ellison, “On Being the Target of Discrimination”
(HANDOUT)
VISUAL:
Marvel Comics, From Spider-Man (Comic Book) p. 82
LANGUAGE: Point of View, Style: Choice of Details, Diction; Dialogue, Tone,
Comma Splices, Sentence Fragments, Run-On Sentences
c. Personal Writing: The Mode of Description
READING: DESCRIPTION pp.135-150
ANALYSIS: Suzanne Berne, “Ground Zero” p.158
Annie Dillard, “Living Like Weasels” p. 164
N. Scott Momaday, “The Way to Rainy Mountain” p.169
E.B. White, “Once More to the Lake” p.175
Kate Chopin, “The Storm” p.183 (FICTION)
VISUAL:
Vincent LaForet, Girls in Front of 9/11 Mural (Photo) p. 151
LANGUAGE: Imagery, Figures of Speech: Simile, Allusion, Metaphor; Diction,
Repetition, Agreement: Subject/Verb, Pronoun/Antecedent
d. Informational Writing: Exemplification
READING: EXEMPLIFICATION pp.191-206
ANALYSIS: Laurence J. Peter and Raymond Hull, “The Peter Principle” p.207
David J. Birnbaum, “The Catbird Seat” p.214
David Sedaris, “Make That a Double” p.218
Brent Staples, “Just Walk On By: A Black Man Ponders His Power
to Alter Public Space” p.223
Jonathan Kozol, “The Human Cost of an Illiterate Society” p.229
Grace Paley, “Samuel” p.239 (FICTION)
VISUAL:
Four Tattoos (Photos) p. 205
LANGUAGE: Rhetoric, Sentence Patterns: Loose, Balanced, Periodical
Cumulative; Punctuation
e. Informational Writing: Process
READING: PROCESS pp.245-257
ANALYSIS: Malcolm X, “My First Conk” p.260
Joshua Piven, David Borgenicht, and Jennifer Worick, “How to
Escape from a Bad Date” p.272
Larry Brown, “On Fire” p.280
Jessica Mitford, “The Embalming of Mr. Jones” p.285
Horace Miner, “Body Ritual Among the Nacirema” (HANDOUT)
Shirley Jackson, “The Lottery” p.292
VISUAL:
Michael P. Gadomski, Jack-o’-lantern (Photo) p. 258
LANGUAGE: Style, Syntax: Sentence Patterns (Simple, Compound, Complex,
Compound-Complex), Diction, Parallelism, Apostrophes
f. Informational Writing: Cause and Effect
READING: CAUSE AND EFFECT pp.303-318
ANALYSIS: Norman Cousins, “Who Killed Benny Paret?” p.321 AND
HANDOUT
Marie Winn, “Television: The Plug-In Drug” p.325
Katha Pollitt, “Why Boys Don’t Play with Dolls” p.335
Lawrence Otis Graham, “The “Black Table” Is Still There” p.340
Linda M. Hasselstrom, “A Peaceful Woman Explains Why She
Carries a Gun” p. 345
VISUAL:
Louis Requen, Major League Baseball Brawl (Photo) p. 319
LANGUAGE: Sentence Patterns: Subordination and Coordination; Commas,
Semicolons, Structure, Analogy, Rhetorical Questions
g. Informational Writing: Comparison and Contrast
READING: COMPARISON AND CONTRAST pp. 363-383
ANALYSIS: Bruce Canton, “Grant and Lee: A Study in Contrasts” p.386
Ian Frazier, “Dearly Disconnected” p.391
Bharati Mukherjee, “Two Ways to Belong in America” p.397
Christopher B. Daly, “How the Lawyers Stole Winter” p. 402
Deborah Tannen, “Sex, Lies, and Conversation” p.407
Eric-Schlosser, ‘Walt and Ray: Your Trusted Friends” p.414
Gwendolyn Brooks, “Sadie and Maud” p.426
VISUAL:
Auguste Rodin, The Kiss; Robert Indiana, LOVE (Sculpture) p. 384
LANGUAGE: Sentence Patterns: Combining; Tone, Diction, Organization,
Transitions, Passive Voice
h. Informational Writing: Classification
READING: CLASSIFICATION pp.431-443
ANALYSIS: William Zinsser, “College Pressures” p. 447
Scott Russell Sanders, “The Men We Carry in Our Minds” p.456
Amy Tan, “Mother Tongue” p.462
Stephanie Ericsson, “The Ways We Lie” p.470
Edwin Brock, “Five Ways to Kill a Man” p.487 (POEM)
VISUAL:
Public Health Service Historian, Medical Exam of Male
Immigrants, 1907 (Photo); Immigration and Naturalization Services
Library, Aliens Debarred from the United States by Causes, 18921931 (Chart) p. 444
LANGUAGE: Tone, Rhetorical Questions, Arrangement of Details, Dangling
Modifiers
i. Informational Writing: Definition
READING: DEFINITION pp. 491-502
ANALYSIS: Judy Brady, “I Want a Wife” p.505
Jose Antonio Burciaga, “Tortillas” p.513
Ellen Goodman, “The Company Man” p. 517
Gayle Rosenwald Smith, “The Wife-Beater” p.521
VISUAL:
U.S. Census Bureau, U.S. Census 2000 Form (Questionnaire)
p. 503
LANGUAGE: Problems in Usage, Tone, Diction, Repetition, Adjective and Adverb
Clauses
Essay Writing
The fall semester is geared towards introducing the structure of reflective and informative
styles of essays. Students complete four major essays, each one consisting of 3-5 pages and
responding to prompts provided in textbook, Patterns for College Writing: a narrative essay, a
descriptive essay, a comparison and contrast essay, and a classification essay. With each of
these essays, students experience the writing process through rough drafts, formative drafts
critiqued by peers and instructor, and final draft evaluated by instructor.
All essays are accompanied by a rubric (see scoring guideline below). Students are asked to
self-assess using this rubric in order to reflect on their own writing development.
Sample Writing Profile
Essay:
Compare Contrast
Due Date:
December 1 (100 points; major grade)
Length:
Approximately 3-5 pages, typed
Resources: “Writing Assignments for Comparison and Contrast”, Patterns p. 428
“Structuring a Comparison-and-Contrast Essay”, Patterns p. 367
“Student Model”, Patterns p. 371
MLA Handbook
Timed Writings
During the fall semester, students complete six timed essay questions that align with the
modes studied. For example, when studying the mode of description, students write an
analysis of the rhetorical strategies of Joan Didion’s description of the Santa Ana Winds (AP
English Language and Composition Exam). With the mode of compare and contrast,
students analyze the different views of the Okefenokee swamps (1999 AP Exam).
At the end of the fall semester, students will take a midterm exam, which consists of the
2001 AP Language and Composition Exam in its entirety. This affords students the
opportunity to simulate a real testing environment with the length and time of the test.
Writer’s Notebook
“Instead I tell what some would call lies…How it felt to me: that is getting closer to the truth
of a notebook” (Didion 134-5). In Slouching Towards Bethlehem (1968), Didion talks about
the difference between a journal, “an accurate factual record,” and a notebook (Didion 133).
In a composition notebook, students record several notebook entries on various topics over a
three week period. Students emulate how a writer uses a notebook by capturing the
fragments of life for future writing projects. Simultaneously, students study characteristics
of the personal reflective essay as a writing form in the following pieces of prose:
“Once More to the Lake” by E.B. White
“Notes of a Native Son” by James Baldwin
“On Self-Respect” by Joan Didion
“Learning to Read and Write” by Frederick Douglass
From these entries, students select an experience that resulted in an epiphany and record it
in a formal essay.
Style
Using the terms and features listed in the language section in the above course outline,
students work collaboratively to produce a handbook of writing style. Students pull and
compile definitions from literary handbooks and examples from in-class readings and formal
student written essays. Students may use it to review and prepare for the AP exam.
Discussion
As a student-centered course, discussion is central, allowing students the opportunity to
analyze and practice skills necessary for success in comprehension, critical analysis, and
expository writing. Near the end of the fall semester, students take an early look at
combining modes and aims through a Paideia seminar on “Obligation to Endure,” an excerpt
from Rachel Carson’s Silent Spring, and Ralph Waldo Emerson’s “The American Scholar”
(The Paideia Seminar Sampler 111, 124).
Other Strategies
Syntax Analysis Chart – A key strategy for helping students learn to revise their writing
is the syntax analysis chart, a five-column table that asks students to track sentence
number, first four words, special features, verbs, and number of words per sentence (AP
Vertical Teams Guide for English). This tool forces students to review their own writing
with a critical lens, allowing them to see weaknesses in their writing, such as
repetitiveness and mundane diction, and serving as a springboard for revision.
SOAPSTone – This strategy works to help students write a better thesis statement
through textual analysis. Tommy Boley developed this strategy, and it is taught in
College Board workshops across the country:
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Speaker: the individual or collective voice of the text
Occasion: the event or catalyst causing the writing of the text to occur
Audience: the group of readers to whom the piece is directed
Purpose: the reason behind the text
Subject: the general topic and/or main idea
Tone: the attitude of the author
OPTIC – In How to Study in College, Walter Pauk developed this strategy to assist
students in the reading and understanding of visual texts. For each visual, students
analyze the following:
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O: overview of the visual text
P: important parts
T: title
I: identify the interrelationships among the parts
C: conclusion about the meaning of the visual
II. Spring Semester – A Look at Persuasive and Literary Aims in Argumentative
Mode
a. Persuasive Writing: Argumentation
READING: ARGUMENTATION pp. 529-556
ANALYSIS: Thomas Jefferson, “The Declaration of Independence” p.557
Henry David Thoreau, “Civil Disobedience” (SUMMER READING)
Martin Luther King Jr., “Letter from Birmingham Jail” p.570
DEBATE: SHOULD U.S. CITIZENS BE REQUIRED TO CARRY
NATIONAL IDENTITY CARDS? p.585
John Grisham, “Unnatural Killers” (HANDOUT) with
DEBATE: DOES MEDIA VIOLENCE CAUSE SOCIETAL
VIOLENCE? p. 605-624
H.L. Mencken, “The Penalty of Death” (HANDOUT)
Michael Kroll, “The Unquiet Death of Robert Harris” (HANDOUT)
VISUAL:
American Civil Liberties Union, Thanks to Modern Science (AD)
p. 555
LANGUAGE: Deductive and Inductive Reasoning, Fallacies in Logic, Tone,
Diction, Syntax, Audience
b. Research Writing: Research Paper
READING: APPENDIX: WRITING A RESEARCH PAPER pp. 707-736
ANALYSIS: Everyday Use
“Everyday Use: Rhetoric in Our Lives” p.1
“Using the Five Traditional Canons of Rhetoric” p. 33
“Rhetoric Writer” p. 87
“Rhetoric and the Reader” p. 121
LANGUAGE: Abbreviations, Brackets, Ellipsis, Manuscript Form, MLA
Documentation, Paraphrase, Plagiarism, Quotations,
Organization, Italics
c. Combining Patterns:
READING: COMBINING PATTERNS pp. 651-659
ANALYSIS: Lars Eighner, “On Dumpster Diving” p. 660
Jonathan Swift, “A Modest Proposal” p. 676
Alice Walker, “In Search of Our Mother’s Gardens” p. 686
Richard Rodriguez, “Strange Tools” p. 697
Everyday Use
“Readers as Writers, Writers as Readers” p. 149
“Rhetoric in Narrative” p. 179
d. Literary Writing
READING: Nathaniel Philbrick, In the Heart of the Sea: The Tragedy of the
Whaleship Essex
F. Scott Fitzgerald, The Great Gatsby
VISUAL:
Pictorial Inserts in In the Heart of the Sea
Francis Cugat’s book cover for The Great Gatsby
Essay Writing
After acquiring understanding of these modes, students are now prepared to study and write
argumentative and persuasive essays. Students complete two major essays; the persuasive
essay consists of 4-6 pages and responds to prompts provided in textbook, Patterns for
College Writing. The argumentative essay consists of 6-10 pages, is constructed using the
Toulmin method, and is based on current academic research. Again, with each of these
essays, students experience the writing process through rough drafts, formative drafts
critiqued by peers and instructor, and a final draft evaluated by instructor.
All essays are accompanied by a rubric (see scoring guideline below). Students are asked to
self-assess using this rubric in order to reflect on their own writing development.
Sample Writing Profile
Essay:
Persuasive
Due Date:
February 13 (100 points; major grade)
Length:
Approximately 4-6 pages, typed
Resources: “Chapter 15: Argumentation and Persuasion”, Readings for Writers, p. 571
“Student Corner”, Readings for Writers, p. 609
MLA Handbook
Timed Writings
During the spring semester, students complete eight timed essay questions that align with
the modes studied in the fall and introduce the argumentation and synthesis prompts. For
example, when studying the mode of argumentation, students write an argumentative essay
that evaluates John Ruskin’s view of giving precedence to the soldier (AP Exam) and a
synthesis essay that defends, challenges, or qualifies the statement that television has had a
positive impact on presidential elections (AP Central).
Discussion
Students analyze and practice skills necessary for success in comprehension, critical
analysis, and argumentative writing through two Paideia Seminars: Benjamin Banneker’s
Letter to Thomas Jefferson (National Paideia Center106) and Flatland by Edwin A. Abbott
(NPC 100).
Writing Rubric
The A paper is a SUPERIOR paper in every way, marked by the following qualities:
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Outstanding word choice
Outstanding organization
Outstanding syntax with a wide variety of sentence patterns
Maturity of thought and language
Clear purpose with detailed development, supported by examples, elaboration, and details
No major errors in grammar, spelling, or punctuation
No more than one or two minor errors, depending on length
The B paper is an EXCELLENT paper, marked by the following traits:

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
Good word choice, sentence structure, organization
Good maturity of thought and logic
A stated purpose will less development, examples, and details, lacking the more mature style of the
superior paper
No major errors in grammar, spelling, or punctuation
No more than several minor errors, depending on length
The C paper is an AVERAGE paper, marked by the following traits:
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Average word choice, often simple, immature, inappropriate
Adequate organization
Good sentence structure but often simple and without variety
Fair logic, clear enough to convey paper’s purpose
Average maturity thought but lacks adequate development
Only one major error in grammar, spelling, and punctuation and/or several minor errors
The D paper is a BELOW AVERAGE paper, marked by the following traits:
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Poor diction, misuse of words, non-standard expressions
Some attempt at organization
Garbled, fragmented, or unclear sentence patterns
Little thought, resulting in poorly conceived, expressed, and developed ideas
Serious errors in grammar, spelling, punctuation and mechanics
No more than two major errors or multiple minor errors
The F paper is a FAILURE, marked by the following traits:
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Poor and immature word choice
Lack of organization
Disconnected or garbled syntax
Long, uncontrolled, infantile, short, or choppy sentence patterns
Lack of logic which fails to conceive, state, or develop any idea
Three major errors and/or multiple minor errors
NOTE: Major errors consist of the following:
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Comma splices
Lack of subject-verb agreement
Lack of pronoun-antecedent agreement
Unjustifiable fragment
Run-on or fused sentences
Misuse of to, too; their, there; its, it’s
Five misspelled words
Any three of the following:
--Misuse of ;
--Misuse of ,
--Misuse of the ‘ in plurals
--Misuse of the ‘ in possessive pronouns
--Misuse of the ‘ in possessive nouns
Note to Parents/Guardians:
Please do not hesitate to contact me about your child’s grade, behavior, etc. Email is the quickest
and easiest form of communication; you can reach me at Kristen.angerer@cms.k12.nc.us .
Please note that you will have access to your child’s grade via PAM on NCWise; paper progress
reports will still be sent home at mid-quarter. Please ask your child to see this printout as it is
my way of being in regular contact with you.
Signing this form indicates:
1. I have read and discussed the policies and procedures for AP English III.
2. I have received and read the policies for this class.
3. I understand all of the policies as they have been presented and will adhere to them over the
course of the year.
4. I understand that I will be given a regular printout of my grades to share with my
parent/guardian; this report will be considered parent contact.
5. My parent/guardian has read, understood, and agreed with these policies as well.
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