Expository Reading and Writing Course (ERWC) Course Description and Class Policies
(Due by Friday, 8/21 – This is a grade worth participation points).
Please have all materials and supplies by Friday, 8/21.
Student (print name): _________________________________________________
Date: _______________
Period: _______________
I have read and discussed the course outline and class policies and procedures with my parent or
guardian. Our signatures indicate that we understand the information.
Contact Mrs. Asgill if you have questions: 667-2055 ext. 3509
Parents send email here: masgill@turlock.k12.ca.us
Students send email here: thsenglish12.asgill@gmail.com
Student’s signature: __________________________________________________
Email address: _______________________________________________________
Parent (print name): _________________________________________________
Parent’s signature: ___________________________________________________
Email address: ______________________________________________________
Cell Phone: _________________________________________________________
Work Phone: ________________________________________________________
Expository Reading and Writing Course (ERWC) Course Description and Class Policies
Teacher: Mrs. Asgill, Room L9, 667-2055 – ext. 3509
Parent Email: masgill@turlock.k12..ca.us
Class Website: http://erwc.weebly.com/
Class Email: thsenglish12@gmail.com
Course Description:
The Expository Reading and Writing Course (ERWC) was designed by the California State University (CSU)
system to prepare high school seniors for college-level English. The course includes a series of assignments based
primarily on non-fiction texts. Given this, students will learn how to read critically, write analytically, and formulate
effective verbal and written arguments. The course is aligned with the California Common Core Standards (CCSS) for
English-Language Arts. The course assignments will emphasize an in-depth study of reading and all three CCSS text
types: narrative, information/research, and argumentation, but the primary writing emphasis will be on argumentation.
GRADES:
Grading Scale
A+ = 100 – 97
A = 96 – 93
A- = 92 – 90
B+ = 89 – 87
B = 86 – 83
B- = 82 – 80
C+ = 79 – 77
C = 76 – 73
C- 72 – 70
D+ = 69 – 67
D = 66 – 63
D- = 62 – 60
F = 59
Weight Categories:
20% Participation and Practice: indicates that you are still acquiring skills, and your work is at the emergent skill level
because concepts and assignments are unfamiliar; however, as your skill level improves, so will the course challenges,
and you will move from the participation/practice category to the coursework category. This participation/practice
category also includes a participation rubric, which you have already received; read it carefully, and ask questions in
writing. Post questions to the class parking lot. This category is usually a 1st quarter category but could appear at any
point in the course where you are learning an unfamiliar concept.
30% Reading: includes articles from the ERWC student reader, and may include ancillary texts. With every reading, I
will require some type of assessment or activity to engage you with the text. This could be in the form of annotation, a
journal entry, a four-quadrant reading log, etc. You will learn reading strategies to help you access the material, so that
you not only read for content knowledge, but critical thinking knowledge as well. We will practice many strategies to
assist you with reading rhetorically and analyzing arguments. You will be tested on every reading.
30% Writing: includes writing insightfully and analytically in various forms (journals, collaborative writing, style
emulation, researched arguments, letters, commercials, speeches, and reflective narratives) with an emphasis on
expository, analytical, and argumentative writing.
10% Grammar: includes grammar in context and grammar needed to improve verbal and written skills. Only
essential grammar will be taught: sentence structure, agreement, homophone distinction (its, it’s, to, too, two,
etc.), commonly confused words (effect/affect), spelling, etc.
10% Vocabulary: includes vocabulary that will be taken from the context of the reading, SAT words in
preparation for the SAT exam, and Greek and Latin Roots.
Expository Reading and Writing Course (ERWC) Course Description and Class Policies
MATERIALS and SUPPLIES:
- 1 ½ inch 3-ring binder & binder paper
- 5 divider tabs (reading, writing, grammar, vocabulary, & other (includes discussion notes, technology, syllabus, etc.)
composition notebook (not spiral)
- Post-it notes
- Small stapler (pocket size)
- Pencil sharpener (pocket size)
- Black pens
- #2 pencils
- Flash drive
- Pocket tissues to support your cold or allergy needs
Submitting Assignments
1. All assignments will be typed (unless otherwise noted) and turned in on time. All out-of-class
compositions will be typed, utilizing MLA format. Start assignments early.
2.
NO LATE ESSAYS OR MAJOR PROJECTS WILL BE ACCEPTED. If you are absent,
your essay or project must be present. A major project or major assignment constitutes those in
which you have been given an extended amount of time to produce because they required multiple steps and
several aspects of research or collaboration or extended study. They are not day-to-day short assignments that are
given one day and due the next. If you have been given at least a week to do an assignment, it is considered
major. For example, you will have weekly reading assignments, where you must answer questions, write
responses, and prepare for seminar. I will not accept these late. Again, if you are absent, your reading
assignment or essay is present.
3. If you will be absent on the day an assignment is due, it is your responsibility to have all essays and major
assignments (see above) emailed before the due date. For example, if the assignment is due before midnight,
and your email post states 12:01, the assignment is late. Start work early. Do assignments EARLY to avoid
undue stress. Contact me EARLY if there are extenuating circumstances that may inhibit your progress in this
course. Life happens to all of us; however, it is impossible for me to work with you if you do not communicate
with me. You are seniors. At this stage in your education, I expect you to speak directly to me about your
concerns. I am very willing to work with you if you keep me abreast of situations that may side-track your
education. I am here to support you, but you must communicate with me. Let’s work together to make this a
valuable educational experience.
Make-up Work
1. If you are absent, it is your responsibility to request make-up assignments promptly. You must make-up work
within one week’s time; otherwise, it will be counted as a zero. Check the class website daily to see what you
have missed, or email me, or speak to me or your group mates, or do all four. Be sure to get your group mates
and discussion partners’ contact information.
a. Class website: http://erwc.weebly.com/
b.Class email: thsenglish12@gmail.com
2. You can make up certain assignments or tests that were missed due to excused absences; however, certain
assignments (essays, reading work, or major projects) are due on the date and period in which you have the
class, whether you are absent or not. See above. All work must be made-up the next day that you return to
school.
Expository Reading and Writing Course (ERWC) Course Description and Class Policies
3. If you need to meet with me before school, after school, during Advisement, or during my 1st period prep, make
an appointment; I will do my best to accommodate you. I am not available after school on Wednesdays, but I am
usually in the classroom until 4 p.m. the rest of the week. Do not hesitate to schedule time to meet with me after
school if you need to. Give me EARLY notification of extenuating circumstances whenever possible. I will
do my best to work with you, but, again, I cannot support you if you do not communicate with me.
Extra Credit
As a rule, I do not believe in extra credit in the traditional sense; however, in the case of my random, unannounced
vocabulary quizzes or concept quizzes, I will give you points ½ point per correct word or concept) since I do not believe
in unannounced quizzes. So, here’s the thing: once you receive a word or concept we have discussed and a definition list
of SAT words, literary terms, rhetorical terms, foreign words, idioms, or word-of-the-day terms, and if it happens that I
want to ensure that you are studying and keeping abreast of the words, you may receive a “pop” quiz which is designed to
assist with your studying efforts. The quiz cannot hurt your grade – only help. I will give you ½ points of extra credit for
each word that you get correct. In other words, once you take the actual vocabulary quiz, I will apply the points earned to
your quiz grade.
Note to Students
Please notify me EARLY if you are experiencing difficulty in any part of the course. I can offer strategies that will assist
you. The ERWC course is challenging in that it is a college-preparatory class. The course should move at an appropriate
pace, but if you do not understand a concept, please speak to me. Let me know how I can support you. Take charge of
your education, and ask for what you need. Speak to me if you begin to feel overwhelmed.
Note to Parents
If you have questions or concerns about any aspect of the course, please contact me via email or phone; however, email
is the very best way to reach me. My goal is the same as yours. I want to provide the best possible college
and career preparation for your senior. Should you have a concern, I welcome your contact.
Teacher Availability
Before school hours:
 Daily 7:15 a.m. – 7:55 a.m. in room L-9
After school hours: by appointment only
 I am usually at school until 4:00 p.m. daily, except Wednesdays.
Other hours: by appointment only
 1st period Prep (only with teacher approval – in writing)
 Advisement (only with teacher approval – in writing)
Reading Material
Textbooks:
Non-fiction:
ERWC Student Reader
Holt Handbook, 6th Course (Holt, Rinehart, Winston)
They Say, I Say
Brave New World
Into the Wild
Various essays, articles, speeches, sermons, and video clips to accompany
the ERWC reading materials