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August 25, 2014
Welcome to English II Pre-AP. This course is designed to build upon the skills
learned in the English I Pre-AP course and prepare the students for Advanced
Placement classes during their junior and senior years. Pre-AP classes also help
students to develop the analytical and study skills required to succeed in high school
and college courses, motivate students to undertake more challenging work in both high school and
college, and provide direction in selecting college majors. The fundamentals your child learns will be
invaluable to him/her in the upcoming years.
Although students are not required to take the AP exams, this class centers on adequate preparation and
practice for taking the exams. If students do opt to take the exams, there is a great possibility that they
will place out of the freshman year of college English.
The Pre-AP English II course is a pre-college level course in a high school setting. While more
demanding in rigor, depth, and complexity, we adopt the philosophy of The College Board that “every
high school student develops the skills, habits of mind, and concepts to succeed in college.” We move
at a fast pace, usually working on one or two readings/writings simultaneously. All major assignments
should be typed, using MLA format. I suggest students purchase the MLA Handbook for Writers of
Research Papers (7th edition). It is a college text and required of freshman students. If unable to
purchase this, the library has several that students may borrow. My personal copies are always
available as well.
Tonight, please review with your child the course syllabus, summer reading expectations, reading list
and course website. In case students need after school help with the subject, I am available any day
from 2:30 to 4:00 p.m. (please make an appointment). However, students may attend tutorials with any
teacher in the department offering tutorials on the calendar.
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Tutorial Calendar
Morning Session (7:00-7:20)
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Monday
Tuesday
Wednesday
Thursday
Friday
Erickson
Frishman
Macgregor
Afternoon Session (2:40-3:00)
Zapalac
Thibodeaux
All Teachers
Arneson
Mishra
If you have any questions or concerns during the school year, please feel free to contact our Pre-AP
team by email. I look forward to seeing everyone at Open House Night on Monday, September 15th.
Sincerely,
Shyama Mishra
To learn more about AP/Pre-AP and released AP exams, we encourage you to visit the AP Central website for
students and parents:
www. apcentral.collegeboard.com
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Seven Lakes High School
Welcome Class of 2017
Ms. Mishra
English Dept. phone 281-237-2800/ Email: shyamamishra@katyisd.org
Webpage: http://katyisd.org/campuses/SLHS/teacherweb
Course Overview: Policies & Procedures
2014-2015
English II Pre-AP
“The direction in which education starts a man will determine his future life.
--Plato, The Republic
Course Concept
English II Pre-AP prepares students for further study in AP English courses during their junior and
senior years of high school. It develops the analytical and study skills required to succeed in high school and
college courses. Expectations for student performance, behavior, and maturity are high. Students are expected
to conduct themselves respectfully at all times and to display diligent work ethics.
Course of Study: During the term, we will focus on fine-tuning your skills in the areas of writing, grammar,
spelling, persuasion, vocabulary, Gale database navigation (research), test-taking, critical thinking, literary
analysis, public speaking, and college prep.
Suggested Supplies:
1. Pens (black or blue only), Pencils- #2 with a good eraser
2. Loose Leaf Paper/notebook
3. 3 ring binder
4. Novels/Textbook
5. Flash Drive to Save Writing Assignments
Group Supplies
Box of Kleenex
Box of Kleenex
1 Manila Folder for Each Group Member
4 Multi-Colored Highlighters
4 Multi-Colored Highlighters
1 Box of Markers
2 Packages 3x5 Notecards
*You are responsible for bringing supplies to class each day. There is a class set of textbooks in the room, so your
copy needs to remain at home. Failure to bring novels to class may result in a zero for that day’s assignments.
Class Procedures:
Before the bell, read the class agenda and gather the necessary materials from the handout table. Course
calendars and due dates are given out at the start of each six weeks. Find an organizational strategy to keep
organized and track long-term projects/reading schedules. In the case of an absence, procure the agenda from a
classmate and come to tutorials for lecture notes/handouts.
Grading System:
In this class we use a percentage scale of 60/30/10 for grading.
Major=60, Quizzes/Minor=30, Daily=10
Late Work Policy:
Overnight or homework category assignments are due at the beginning of class. Do NOT ask to go to
the library to print out your paper; the library computer labs are open before/after school and during all lunch
periods. Do NOT ask if a parent can bring the assignment to the school because you forgot it; you are taking
the class and need to be responsible for your own work. Do not use email as a means of submitting work; print
any typed assignments in advance of the due date. Do not ask to bring assignments later in the day or feel the
need to stand at my desk before class to share with me the reasons why you do not have your work to submit.
No late daily work is accepted.
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Quiz/Minor grades are penalized 10 points per day.
Test/Project/Exam grades are penalized 20 points per day.
Retest Policy (Copied from the SL Policy Overview for 2014-2015):
 If a student makes a failing grade on any assignment in the major grading category, the student is
allowed to retest or redo the test or assignment for a maximum grade of 70%.
 Test Corrections may be utilized as a retest if the teacher so chooses.
 The 2 grades are averaged together to arrive at the final grade.
 Students should have no 0’s in the grade book for the current grading period in order to retest.
 Students must attend a tutorial session before a test.
 Retest/redo must occur before the next major test/project.
Absences:
We cover a lot of material in each class period, so you need to be here both mentally and physically. If
you must be absent, especially for a long period of time, please have a parent or classmate pick up your
assignments. If the absence is excused, you have one week to make up a missed test. All other assignments
are due within the number of days the student was absent, as per the SL policy. It is your responsibility to
come in before or after school to receive missed assignments and check the class website.
Side note: If you miss a previously assigned quiz, project due date, essay due date, etc. due to an absence, you
are not allowed five days to make it up. I expect it the next morning before school with your excused absence
slip. Assignments that have been assigned for five (5) school days or more are NOT accepted late. This
includes the research paper. This is a school policy.
Tutorials:
For tutoring, refer to the tutorial schedule. If you need help with any work or if you are confused about
an assignment, make an appointment and talk to me after school. Do not wait until an assignment is due and use
confusion as an excuse for not completing the work.
Cell Phones/Plagiarism/Cheating:
The student handbook defines cheating as “receiving or giving unauthorized information or assistance
on tests, examinations, homework, projects, or other assignments intended for individual completion.” This is a
serious offense with a penalty of a zero on the work for all parties involved. This grade will be recorded in the
grade book, the situation documented, and a report will be made to the principals and counselors. Parents will
be notified. Please do not jeopardize your reputation, honor, or grade by attempting to cheat. At NO POINT
should anyone have your paper without teacher permission or look at your work. “Hey, what did you get on
question 17?” is considered cheating; it is not “helping” or “collaborative work” or “checking your answers
before we grade it.”
Cell Phone Policy: Cell phones have become an intrusive item in the classroom. To prevent interruptions and
unauthorized use of cell phones, the student is expected to turn off the phone completely before entering the
room and keep it secured in a backpack or purse. They are not to turn it on or handle it during class unless
permission is given in advance. If the student uses the phone or has it in view, the phone will be confiscated and
the student will receive a referral. If your parents need to reach you during the school day, they need to call the
main office and speak with a school staff member.
Reading Assessments and General Information
SLHS English Department
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Your English teachers will be emphasizing skills you will need in order to be successful on the STAAR test, the
SAT and ACT, and any AP exams that you eventually take. Therefore, the summer reading assignment must
be another rather rigorous literary classic rather than a young adult type novel, which can be read simply for
pleasure. We expect that in addition to the required reading, our students will also choose to read other
selections that interest them.
The following general guidelines are given for students to follow:
* When it comes to the summer reading assignment, and all high school level reading
assignments, read with purpose, not for pleasure.
* Be sure to read actively by selectively highlighting and annotating as you read.
* Always expect a quiz/test over assigned readings. Most often these assessments will occur
prior to any classroom instruction - to ensure students have actively read on their own. Always expect
tests to include a great deal of open-ended questions and essay writing. High school tests do not
typically come in a multiple-choice or "quick answer" format.
Every TWHS student has a reading assignment for the summer. Read Critically!
How do I prepare for exams?
Annotate and selectively highlight as you read in order to be well prepared for the test:
* key plot elements
* characterization/character list (motives, actions, conflicts, etc.)
Expect these types of exams:
* character matching questions (matching quotes, actions, events, etc. with the character involved)
* multiple-choice questions (mainly over plot elements/events/twists)
* open-ended response questions (requiring a few sentences in response that include textual evidence to
support the answer given)
* written response/AP writing prompts/essay questions (including such things as: quote explication - explaining
who said it, to whom and why, etc.; thematic analysis - explaining how certain actions/quotes/passages reveal
or support the theme)
Consider doing the following to help you prepare for the test:
* create a character chart in the front of your book where you name the character, paraphrase descriptions and
actions, etc. and cite page numbers for quick reference
* create a plot diagram or a plot shift list in the front of your book where you keep track of the sequence of
major events, plot twists, etc. and cite page numbers for quick reference
CAUTION: Be very careful about reading the "cheat note" versions for any of your high school reading
assignments. While these resources can be helpful in ensuring that you understand some of the more
challenging elements in your assigned readings, they will not serve as a good substitute for reading the work
yourself. Your teachers will have read all the possible "cheat note" type resources available to you, and will
recognize when you are using ideas or analysis from those works rather than giving your own critical thinking
response. Such use constitutes plagiarism, for which students will receive a zero as well as disciplinary
consequences.
Seven Lakes High School English Department
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Plagiarism Policy
Directions: Read the definitions of plagiarism and instructions for avoiding it.
What is Plagiarism?
Plagiarism is defined as presenting words or ideas from an existing source as if they were your own
work. In academic circumstances, plagiarism may be divided into three categories:

copying directly from another source without using quotation marks or a citation

changing a few words in a passage from another source without using quotation marks or a citation

putting ideas (judgments, opinions, inferences, experiments, etc.) from another source in your own
words without using a citation
How to Avoid Plagiarism
There are three ways to avoid plagiarism—quoting, paraphrasing, and summarizing.

Quotations must match the source document word for word and must be attributed with citations to the
original author.

Paraphrasing involves putting a passage from source material into your own words. A paraphrase must
also be attributed to the original source with citations.

Summarizing involves putting the main idea(s) into your own words, including only the main point(s).
Once again, it is necessary to attribute with citations summarized ideas to the original source.
Examples of Plagiarism
To help students understand when research writing becomes plagiarism, the English Department at
Springfield Township High School in Oreland, Pennsylvania, developed the following:
The most obvious form of plagiarism consists of stealing an author’s exact words and failing to
use quotation marks or to cite the author. However, other most subtle degrees of plagiarism exist. To
avoid plagiarism, a writer must be award of this fact. The following passage is quoted exactly from F. R.
Leavis’s book The Great Tradition. Various revisions of it will demonstrate the difference between
plagiarism and proper paraphrasing.
Leavis:
Dickens, as everyone knows, is very capable of sentimentality. We have it in Hard Times
(though not to any seriously damaging effect) in Stephen Blackpool, the good, victimized working-man,
whose perfect patience under infliction we are expected to find supremely edifying and irresistibly
touching as the agonies are piled on for his martyrdom. But Sissy Jupe is another matter. A general
description of her part in the fable might suggest the worst, but actually she has nothing in common with
Little Nell: she shares in the strength of the Horse-riding. She is wholly convincing in the function
Dickens assigns to her.1
Revision 1:
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F. R. Leavis, The Great Tradition (New York: New York University Press, 1964), 235. ©
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Charles Dickens, most agree, can be sentimental. We see it in Hard Times, (although it doesn’t
cause any great problems) in Blackpool, who is an honest worker with whom we sympathize because he
suffers a lot. Sissy Jupe is different. Although she sounds like a sentimental character, she is very
different from Little Nell. She takes part in riding horses, and Dickens makes her very convincing in that
role.
Comment on Revision 1:
Revision 1 demonstrates the work of someone who either intends to commit plagiarism or who
doesn’t realize what plagiarism is. Plagiarism cannot be avoided just by substituting a few words and
transforming some sentences. This version is plagiarism because it copies Leavis’s sequence of ideas, a
type of fingerprint that will give away the guilty student writer.
Revision 2:
Sometimes Dickens is sentimental. Examples of his sentimental characters include Blackpool in
Hard Times and Little Nell. Sissy Jupe is another character that might be considered sentimental at first
glance, but she is different. She has greater depth and is more convincing as a character than the others.
Comment on Revision 2:
Examples like Revision 2 typically result from sloppy note taking. The student writer was
probably trying to get the bare essentials and intended to put them into his or her own words later. In
composing the draft, however, the writer forgot how closely tied these words are to the original. Notice
that Revision 2 is limited to the ideas in the original. This revision is plagiarism because the student
copied Leavis’s ideas without giving him credit and because there is not evidence of the student’s own
thought here. This version could be saved from plagiarism by citing Leavis as the source of the ideas.
Revision 3:
Dickens’ novel Hard Times rises above sentimentality. Some characters, for instance, Stephen
Blackpool, do appear sentimental. Blackpool exceeds all reasonable expectation in tolerating a drunken
woman who repeatedly robs him, runs off, and throws herself on his mercy when she needs help.
Likewise, his patient, calm manner towards his bully of an employer (never once does he lose his
temper) is unrealistic and calculated t squeeze sympathy from a reader. Sissy Jupe, however, is a more
complete character. Instead of making her a mere victim, Dickens develops her role. He gives her a
consistent strength and point of view. For example, when her teacher asks if a nation with fifty millions
of money was a prosperous nation, she answers, “I couldn’t know whether it was a prosperous nation . . .
unless I knew who had got the money, and whether any of it was mine” (Dickens 982).
Comment on Revision 3:
Revision is an example of the proper use of a source. This student has picked up some ideas but
has looked for other examples to support them. Notice that this version has its own topic sentence. This
student, therefore, was independently following a plan and not simply taking another author’s material.
©COPYRIGHT, The Center for Learning. Used with permission. Not for resale.
Pre-AP Student Information
Name__________________________
Grade: __________
ID#___________
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Your Class Schedule: (Course, Room Number, Teacher)
1st- _____________________
____________
_______________
2nd- _____________________
____________
_______________
3rd- _____________________
____________
_______________
4th- _____________________
____________
_______________
Before/After School Activities or Interests:
_______________________________________________________________________
After School/Weekend Employment: ____________________________________
Previous English Class:
Pre-AP or Level
Teacher: ________________________
Average: A B C F
Special Problems/Needs:___________________________________________________
- ------------------------------------------------------------------------------------I have read and understand the English II Pre-AP parent letter, course syllabus, summer reading
guide, reading list, PAC and Seven Lakes policies regarding late/plagiarized work.
______________________________
Student Name (Print)
___________________________
Parent/Guardian Signature
Father/Guardian:______________________(work)
Mother/Guardian:_____________________ (work)
____________________
Student Signature
__________________
Home Phone #
________________________(cell)
________________________(cell)
Important class updates and information are relayed primarily through email and the course website.
Parent’s Email Addresses (print): ________________@______________
________________@______________
Student's Email Address (print):
__________________@________________
My child's photo may be included on the class website and grant/donation materials.
Yes
No