Instructor : Barbara Bateman
Phone: 221-3186 (Murphy High School)
Email : bbateman@mcpss.com
barbaralbateman@gmail.com
This class meets every other day, all year long. For easier understanding of this syllabus, a week in this class is defined as a consecutively meeting five day period, i.e. Monday, Wednesday, Friday, Tuesday, and Thursday or Tuesday, Thursday, Monday,
Wednesday, and Friday.
The purpose of this course is to help students develop the skills and knowledge necessary for success in college. These skills will help prepare students for the Advanced Placement exam as well as provide Dual Enrollment credit. This course will help students develop critical reading, writing, and thinking skills in relation to literary interpretation and analysis. The course is designed to teach entrylevel college writing through the fundamentals of rhetorical theory. Writing skills will be refined through small and large group workshops, as well as through individual conferences with the teacher.
This is a college level class. You should expect to do college level work. I will not spoon feed you the information. My job is to guide you through the literature and writing. You should have come to this class with certain skills: good grammar, basic literary analysis, and research skills. Upon successful completion of this course these skills will be on a second year college level. This will help you to be successful when you get to college.
Remember that you are taking a college level class and it will be reflected as such on your transcript. Colleges will understand if you have a C or B as a high school student. If you did not receive at least a C in AP US History or AP Language and Composition, you need to reconsider being in AP Literature and Composition / Dual Enrollment English 12.
Minimum GPA 3.0 with a score of 20 or better on the ACT (or equivalent SAT score), AP 11 Language and Composition or IB 11
English.
th
ISBN-13: 9780312664800
Students will engage in intense class discussions to further their understanding of the literature. Through close readings of selected texts, students will deepen their understanding of the devices writers use to enhance the language to provide both meaning and enjoyment for their readers. Students will consider a work’s structure, style, and themes as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and tone.
Students are encouraged to share their opinions in this college-level class; however, they may not say anything that would be offensive to others. Some of our reading material is of a mature nature, and it is important that students realize these boundaries. A good rule of thumb- do not say anything in class you would not want someone to say to your grandparent or that you would not say to your clergy.
Revised on: April 9, 2020


Analyze and interpret samples of good writing, identifying and explaining an author’s use of literary and poetic devices and techniques;

Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing/pre-write, and review

Write thoughtfully about their own process of composition;
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Revise a work to make it suitable for a different audience;

Read and critically analyze imaginative literature;
 Understand a work’s structure, style, and themes as well as figurative language, imagery, symbolism and tone;

Study representative works from various genres and periods with extensive concentration on a few works for in-depth understanding and analysis of their complexity;

Consider the social and historical values a work reflects;

Speak, listen, read and write using the resources of language connotation, metaphor, irony, syntax, and tone.
will be focused to help students become stronger, more confident readers and writers. With this in mind, students will read and write extensively in class and at home.
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Students should be prepared to spend as much as four hours a week on homework and out of class reading.
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Students will engage in frequent writing assignments, both formal and informal, to strengthen their comfort and ease as writers.
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Students will write one essay each week based on sample prompts from previous AP tests.
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Students will utilize graphic organizers, journals and response papers as needed.
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Students will be given vocabulary and literary terms every week, and will be tested every other week.
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Students will be given unfamiliar texts for analysis to show application of developing skills.
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Students will be given pop reading quizzes as necessary.
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Students will be required to participate in class discussions daily.
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Students will be given tests and writing assignments for all major literary works assigned.
Late work will not be accepted under any circumstances. Any work missed due to an excused absence must be made up as quickly as possible after the student’s return. Work assigned on or due on the day of an unexcused absence will not be accepted. Work missed or assigned during a suspension will not be accepted.
It is the teacher’s discretion to change assignments based on class performance. Sometimes the dynamics of a class require different techniques or strategies; as a result assignments for one particular class may vary from other similar classes.
will include both formal and informal essays. Informal essays will be exploratory in nature as students explain their thought processes while reading literature (this will include annotations, free writing, a reading journal, and response/reaction papers). Expository, analytical essays where students draw from the textual details of a piece of literature and write a well developed explanation/interpretation of the meanings of the text, and argumentative essays will require students to make and explain their judgments about a work’s artistry, quality, and social/cultural values. Student writing must contain a wide range of vocabulary, a variety of sentence structures, logical organization, a balance of generalization and specific details, as well as an effective use of rhetoric.
Grades will be based on points earned out of total points possible. Projects, presentations, test, quizzes, homework and participation are worth a range of points, based on their complexity.
There will be a major test on each literary work or unit we study. The tests will be comprised of quotes from the pieces as well as in context pieces. All tests will have an essay portion included. In addition to identifying key terms, identifying authors, and identifying characteristics of the literature, the student should be able to evaluate and discuss individual pieces of literature. These tests will be worth up to 100 points; each test essay will be worth up to 100 points. There will be quizzes on each reading assignment which will be worth up to 25 points each. Socratic Seminars will also be worth up to 50 points. Response papers will be worth 100 points.
In order to maintain the integrity of Advanced Placement courses, no extra credit will be given in this class, and grades will not be curved. Assignment grades will be assigned according to specific rubrics, which will be provided in class. I recommend that students who earn a “D” or an “E” for the first semester be withdrawn from the course and placed in English 12 Honors or English 12.
Revised on: April 9, 2020

work will only be allowed for work missed during an excused absence. Not all graded activities can be made-up. Quizzes and in-class discussion cannot be made up. For each quiz missed (excused absence only), the student will be required to answer an additional short answer/essay type question on the test for that assignment. Students are responsible for keeping track of what dates they miss. On test day, I will not check my attendance book to verify absences. Missed Socratic Seminars can be made up by answering at least three questions/ideas generated for the discussion and citing textual evidence for the answers, these questions will be available on turnitin.com.
1. All at-home written assignments must be turned in electronically by 7:10 A.M. of the due date (www.turnitin.com). Students will also be submitting the assignment to Googledocs, sharing the assignment with me, and allowing me editing access. Assignments are not to be emailed, they must go through turnitin and Googledocs. All first semester assignments must be in APA format with proper parenthetical citations. All at-home essays should be typed in Times New Roman, 12 point font, double-spaced, one inch margins all around, and saved as a Word 97 document. Failure to use turnitin or Googledocs will result in a 50% reduction in grade. I will be grading the essays online through Googledocs.
2. All in-class essays should be written in blue or black ink in the provided composition book. Please write on every other line, front side only. Tests and Test Essays will be written on regular notebook paper and put in the properly color coded three-prong folder.
3. The upper left corner of your essays should look like this:
John Smith
Essay #1
Mrs. Bateman, English
May 1, 2007
Center your essay title
Skip a line after the title and begin the essay.
4. Response papers will be two pages, double spaced. Times New Roman, 12 point font, one inch margins, and submitted to turnitin; a hard copy of the response papers must also be turned in.
5. All work of more than one page should be stapled. You are responsible for stapling your work. Do not submit papers in any kind of holder/folder. Do not submit a cover sheet. Come to class ready to turn in your work, not looking for a stapler, paper clip, or rushing to the computer lab to print it out. Your work is due when the tardy bell rings. If you are late, so is your work, and it will not be accepted.
6. Class attendance, participation and interest in this class are considered when grades are calculated. If you miss a scheduled class discussion (Socratic seminar) you will be required to answer and provide citations for all the index card submissions for the discussion and turn in the assignment within 2 class meetings, these questions will be available on the Wikisite.
7. All assignment changes will be posted on Murphy’s webpage under my teacher section calendar. Students will also be given a written addendum to the assignment schedule.
BSCC Academic Integrity Policy:
Bishop State Community College enthusiastically promotes academic integrity and professional ethics among all members of the
Bishop State academic community. Violations of this policy are considered as serious misconduct and may result in disciplinary action and severe penalties.
BSCC Plagiarism Policy:
Plagiarism is the act of taking and/or using the ideas, work, and/or writings of another person as one’s own.
1.
To avoid plagiarism give written credit and acknowledgment to the source of thoughts, ideas, and/or words, whether you have used direct quotation, paraphrasing, or just a reference to a general idea.
2.
If you directly quote works written by someone else, enclose the quotation with quotation marks and provide an appropriate citation (e.g. footnote, endnote, bibliographical reference).
Revised on: April 9, 2020

3.
Research, as well as the complete written paper, must be the work of the person seeking academic credit for the course.
(Papers, book reports, projects, and/or other class assignments).
DISCIPLINE: FACULTY MEMBERS MAY RESPOND TO CASES OF PLAGIARISM IN ANY OF THE FOLLOWING
WAYS:
1.
Return the paper or other item for rewriting; the grade may be lowered.
2.
Give a failing grade on the paper or other item - “F” if a letter grade is used or zero if a numerical grade is used.
3.
Give the student who plagiarized a failing grade in the course.
4.
Recommend sanctions, including disciplinary expulsion from the College.
Novels:
The following texts will be provided to students by Murphy High School. Students are allowed to purchase their own copy to annotate. Please see Mrs. Bateman for ISBN number to order the addition that the class is using to avoid pagination differences. o Miller, Arthur. The Crucible. *In-class read only, no books available for checkout. First Semester. o
Devoto, Pat. The Summer We Got Saved , First Semester. o
Sinclair, Upton. The Jungle . First Semester. o Zusak, Markus. The Book Thief . Second Semester. o Orwell, George. 1984 . Second Semester. o
Twain, Mark. The Adventures of Huckleberry Finn . Sec. Semester o Shakespeare, William. Hamlet . Second Semester.
Students should also have access to a grammar handbook for reference at home, or you should become familiar with several reputable on-line grammar guides.
Students should come to class every day prepared to work with the following items:
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Plenty of lined white notebook paper.
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A notebook for taking notes and keeping materials.
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(2) Three prong folders with pockets (color to be assigned).
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(1) Marble Composition Book (these will stay in the classroom, student may need to replenish).
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Post-it notes for annotating texts.
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Pens (black or dark blue only).
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No. 2 pencils for Scan-tron tests only.
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Highlighters.
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Index cards.
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Correction tape may be used, but liquid correction fluid may not.
Appropriate class conduct is based on the following:
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Respecting the rights and property of others and the school.
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Being alert, prepared, and ready to learn.
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Raising your hand to ask questions or to be recognized.
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Keeping language clean and polite.
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Proper school uniform.
Consequences for inappropriate behavior include:
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Warning from the teacher
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Conference with student
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Conference with parents
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Detention
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Referral to office

Removal from course
Note: If a student severely disrupts the learning of others, he/she will be sent directly to the office.
Revised on: April 9, 2020

CLASS SCHEDULE FALL 2010
All bold items are to be done/read/annotated BEFORE the specified class date so that the student is prepared for any discussions/quizzes. What does not get completed in class MUST be done as homework.
Aug. 12/13
Aug. 18
Summer Reading Assessments
Aug. 16/17 Summer Reading Assessment; lecture on note taking skills/annotation; Allusions packet; turnitin.com; Googledocs/gmail; AVL; Novel Study Cards;
Aug. 19/20 The Summer We Got Saved by Devoto Chapters 1-15; quiz; discussion; AP
Acronymns
Aug. 23/24 The Summer We Got Saved by Devoto Chapters 16-25; quiz; discussion
Aug. 25/26 JFK, MLK, RFK speeches (handouts) analysis and discussion
Aug. 27/30 In class practice AP essay, Mythological Allusions quiz; Lecture on research techniques and writing article annotations
Aug. 31-
Sept.1
The Summer We Got Saved by Devoto Chapters 26-end; quiz; Socratic Seminar
Sept. 2/3 The Summer We Got Saved by Devoto Test/Essay
Sept. 7/8 Research Article (handout)
Sept. 9/10
Sept. 13
Short story by Hemingway (handout will be given in class); discussion; Biblical
Allusions quiz
In class essay; research quiz
Sept. 14/15 “A & P” by Updike p. 324; quiz; discussion
Sept. 16/17 “The Yellow Wallpaper” by Gilman p. 588; quiz; discussion
Sept. 20/21 “A Worn Path” by Welty p. 138 quiz; discussion
Sept. 22/23 Socratic Seminar; Historical Allusions quiz; Response Paper due for short story.
100- Assign.
100-Essay
25- Quiz
Sept. 24
Sept. 27/28
Sept. 29/30
Oct. 1
Oct. 4/5
Oct. 6
Oct. 7/8
In class essay; research quiz
Short Stories Test/Essay
Banned Book Week Persuasive Essay Due Poster Presentation
In class essay; research quiz
In class editing / pre-write exercise; Literary Allusions quiz
In class essay; research quiz
Comprehensive Mid-term
25- Quiz
25- Quiz
50- Seminar
25- Quiz
100- R. Paper
50- Essay
25- Quiz
100- Test
100- Essay
25- Poster
150- Essay
50- Essay
25- Quiz
25- Exercise
25- Quiz
50- Essay
25- Quiz
200- test
25- Quiz
25- Quiz
50- Essay
25- Quiz
25- Quiz
50- Seminar
100- Test
100- Quiz
25- Annotation
25- Summary
25- Quiz
50- Essay
25- Quiz
25- Quiz
Oct. 12/13
Oct. 14/15
Oct. 18/19
The Jungle by Sinclair Chapters 1-10; quiz; discussion
“I Heard a Fly Buzz…” p. 1117; “The Soul Selects Her Own Society” p. 1121;
“Mirror” p. 1221; “Wild Nights—Wild Night!” p. 1123; quiz; discussion
The Jungle Chapters 11-20 discussion; quiz
Oct. 20/21 “homage to my hips” p. 840; “My Physics Teacher” p. 858; “Success is Counted
Sweetest” p. 1122 ; quiz; discussion
Revised on: April 9, 2020
25- Quiz
25- Quiz
25-Quiz
25- Quiz

Oct. 22
Oct. 25/26
Oct. 27/28
Oct. 29
Nov. 1/2
Nov. 3/4
Nov. 5
Nov. 8/9
In class essay; research quiz
“Birches” p. 1152; “Mending Wall” p. 1151; “The Road not Taken” p. 1153; quiz; discussion
Socratic Seminar- The Jungle Chapters 21-End; research quiz
“Auto Wreck” p. 1235; “The Vietnam Wall” p. 1228; “Ballad of Birmingham” p.
951; quiz, discussion
Test The Jungle ; Essay The Jungle
“Woman” p. 1192; “The Choosing” p. 1207; “My Arkansas” p. 1162; “My
Mother’s Face” p. 1233; quiz; editing/pre-write exercise
“Auto Wreck” p. 1235; “The Vietnam Wall” p. 1228; quiz; discussion
“Prodigal Son” p. 409; “Soldier’s Home” by Hemingway p. 303; quiz; discussion.
Nov. 10/12 The Crucible by Arthur Miller;
Nov. 15/16 The Crucible by Arthur Miller; Response Paper due for poetry.
Nov. 17/18
Nov. 19
The Crucible by Arthur Miller
Article Annotation
Nov. 22/23 Research Paper w/ Annotated Bibliography due; “Snows of Kilimanjaro” by
Hemingway; quiz; discussion
Nov. 29/30 In class essay; Allusions test
Dec.1/2
Dec. 6/7
“Story of an Hour” by Chopin p. 342; quiz; discussion
“The Chrysanthemums” by Steinbeck p. 417; quiz; discussion
Dec. 8
Dec. 9/10
Article Annotation
Comprehensive Final w/Essay
Dec. 13 Begin reading The Book Thief and have completed before returning from Winter Break
Dec. 14/15 Response Paper for 2 nd set of Short Stories
Dec. 16/17 EQT
50- Essay
25- Quiz
25- Quiz
50- Seminar
25- Quiz
25-Quiz
100- Test
100- Essay
25- Quiz
25- Editing
25- Quiz
25- Quiz
100- R. Paper
50- Assignment
50- Annotation
200- Research
100- Annot. Bib
25- Quiz
50- Essay
100- Allusion
25- Quiz
25- Quiz
50- Annotation
100- Test
100- Essay
100- R. Paper
100
Revised on: April 9, 2020

Mrs. Bateman’s Advanced Placement/Dual Enrollment Literature & Composition
Class Participation Contract 2010-2011
The goal of the AP/DE Literature and Composition course is twofold: to prepare every student in the class to obtain dual enrollment credit for Eng 101 and Eng 102 through the successful completion of the course with a minimum of a “C” or higher, or through the successful completion of the College Board’s AP Exam, offered in May of 2011, and to prepare students for the rigor and challenge of college. The course is meant to be intensive, and should only be taken by students who enjoy reading, thinking about what they read, and writing about what they read. By teaching this course, I am committing myself to your success; this contract is your written statement that you will do likewise. Please initial each of the following items and sign at the bottom of the last page.
I understand that between June 2010 and May 2011, I am expected to read and analyze approximately four to six novels, in addition to at least two plays and various selections of short fiction, essays, and poetry. As this is meant to approximate a college literature course, some of the selected readings may deal with adult themes and situations.
__________[student initial] __________[parent initial]
I understand that the majority of the texts will be provided by Murphy High School, although I may be required to purchase some text(s). I am responsible for obtaining a personal copy of any text that I wish to highlight or annotate within and I will be required to purchase an MLA/APA manual for class use.
__________[student initial] __________[parent initial]
I understand that I am not guaranteed college credit, nor am I guaranteed a “good” score on the AP Exam. The earning of college credit will depend upon my performance.
__________[student initial] __________[parent initial]
I understand that most, if not all, reading will be done outside of class and that, with few exceptions, the AP class will not analyze or assign novels chapter by chapter; rather, they usually analyze it after everyone has read the entire work. I understand that close reading is involved in preparing for class. While the use of Sparknotes / CliffsNotes may help in understanding difficult texts, they are to be used as a tool, not a replacement for the literature. I will not bring such “study” materials into the classroom.
__________[student initial] __________[parent initial]
I understand that plagiarism is defined as taking someone’s words or ideas as if they were my own. If I am caught plagiarizing work, I will receive a zero for the assignment. If I am caught a second time disciplinary action will be taken. Every offense will be reported to the National Honor Society and National English Society, if the student is a member or applies for membership.
__________[student initial] __________[parent initial]
I understand that most assignments will require access to an Internet-connected computer; I may need to arrange to come to school early and/or stay late if I do not have computer access at home. I also understand that the public library has Internet accessible computers for free public use. I understand that I will be required to create a Gmail account through Google.com so that I may have access to Google Documents for class assignments.
__________[student initial] __________[parent initial]
I understand that this course utilizes Turnitin.com for all assignments that are done at home. Students will also be submitting the assignment to Googledocs, sharing the assignment with me, and allowing me editing access. Assignments are not to be emailed, they must go through turnitin and Googledocs. Plan accordingly: attempt to have assignments completed 24 hours in advance.
__________[student initial] __________[parent initial]
Revised on: April 9, 2020

I understand that all deadlines are firm. Since I have a detailed syllabus that lists all assignments and their due dates, I will be able to plan accordingly. If necessary I will turn in assignments early. Just as in college, late work will not be accepted.
__________[student initial] __________[parent initial]
I understand that make-up days are on the Wednesday or Thursday afternoons immediately following my return to school. I will sign up for which day I will make-up the test/essay. If I am absent on make-up day, my grade for that assignment will be a zero.
__________[student initial] __________[parent initial]
I understand that not all assignments will be given a grade. Some work is done for practice and understanding.
__________[student initial] __________[parent initial]
____________________________________________________________________________________
Printed Name Student Signature
____________________________________________________________________________________
Parent Signature Printed Name
Revised on: April 9, 2020