East Wake School of Health Science
Wendell, North Carolina
AP English III Syllabus
(AP English Language and Composition)
Mr. Zane G. Porter | Fall 2013 | Room S158
zporter@wcpss.net | www.PorterEWHS.pbworks.com | @PorterEWHS
INTRODUCTION
Accredited colleges and universities are requiring most freshmen to enroll in two courses in English.
Juniors have the opportunity to take AP English III which will prepare them for the first of these classes
which is devoted almost entirely to composition. The class will focus on writing in various modes that
will be used in future classes and career situations. To aid this writing, students will read a wide variety
of non-fiction from many different time periods. Examples of the non-fiction prose include (but are not
limited to): autobiographies, biographies, essays, letters, diaries, memoirs, and historical documents. AP
English III offers students the opportunity to fulfill the first of the college English requirements.
As a senior, students will be given the opportunity to fulfill the second of the two English college classes
by taking AP English IV. The class is an introduction to imaginative literature with an emphasis on
critical reading and analysis of fiction, drama, and poetry. Writings will be written as literary analysis.
Students who take both AP English classes at East Wake School of Health Science have the opportunity
earn all of their college English credits before graduating from high school. Both AP English classes
will be demanding of the student’s (and teacher’s) time and attention, but the reward can be extremely
rewarding.
COURSE OBJECTIVES
Since AP English III is a college-level course, more writing will be required. Attention will be given to
proper grammar but it is assumed that the students grammar is satisfactory and can be used to mold
his/her work into a more mature and effective composition. Upon completing the AP English Language
and Composition course students should be able to:
 analyze and interpret samples of good writing, identifying and explaining an author’s use of
rhetorical strategies and techniques;
 apply effective strategies and techniques in their own writing;
 create and sustain arguments based on readings, research, and/or personal experience;
 write for a variety of purposes;
 produce expository, analytical, and argumentative compositions that introduce a complex central
idea and develop it with appropriate evidence drawn from primary and/or secondary sources,
cogent explanations, and clear transitions;
 demonstrate understanding and mastery of standard written English as well as stylistic maturity
in their own writings;
 demonstrate understanding of the conventions of citing primary and secondary sources;
 move effectively through the stages of the writing process, with careful attention to inquiry and
research, multiple levels of drafting and revising, editing, and review;
 write thoughtfully about their own process of composition and explore the process of
professional writers;
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revise a work to make it suitable for a different audience;
analyze image as text; and
evaluate and incorporate reference documents into researched papers;
develop a wide range of high level vocabulary to assist in a mature reading and writing.
Writing style objectives will be accomplished by emphasizing:
 a wide-ranging vocabulary used appropriately and effectively;
 a variety of sentence structures, including appropriate use of subordination and coordination;
 logical organization, enhanced by specific techniques to increase coherence, such as repetition,
transitions, and emphasis;
 a balance of generalization and specific illustrative detail; and
 an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and
achieving appropriate emphasis through diction and sentence structure.
WRITTEN PAPERS
All papers must be computer generated unless otherwise instructed. When in doubt, type it. Use an
MLA font (Arial, Times New Roman or Calibri) and 11 or 12 pt.— following the format for college
papers (see handout). WARNING! WARNING! WARNING! Papers must be submitted at the
beginning of the class and cannot be printed in class the day that it is due. You will have plenty of
notice as to when the papers are due; there is no excuse. If you think you may be ill or out of town, turn
the paper in early or have a reliable friend turn it in for you.
RESEARCH PAPER
Students will, in addition to essays and regularly scheduled papers, write a research paper approximately
6-10 pages in length. This practice will assist students in formulating varied, informed arguments for
the assignment, the exam, and future writings. Research topics will be an approved student topic; the
paper will be written in the MLA format. Several class periods will be devoted to each of the techniques
of writing a research paper including ideas such as organization, note taking, and documentation.
TEXTS FOR DISCUSSION, ANALYSIS, AND REFERENCE
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MAIN TEXT -- Patterns for College Writers (12th ed.) (Kirszner and Mandell)
Elements of Literature: Essentials of American Literature (Holt, Rinehart and Winston)
The Elements of Style (Strunk and White)
50 Essays: A Portable Anthology (3rd ed.) (Cohen)
The Bedford Reader (11th ed.) (X. Kennedy, D. Kennedy, and Aaron)
A good reliable dictionary in print
Ayn Rand Anthem
John Steinbeck Of Mice and Men
THE ADVANCED PLACEMENT EXAMINATION
The Advanced Placement exam will be given on May 9, 2014. A culmination of the semesters work, the
exam will be scored on a 5 point scale. By scoring a 3 or higher, a student may obtain advanced
placement in college and possibly earn credit for college English. Students can accomplish a passing
grade on the exam by: working hard in class daily, the tasks given will be in preparation for the exam
and becoming familiar with the format of the exam and the types of questions asked. Timed essays and
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practice multiple choice tests will be administered in class to help the student prepare for the rigorous
exam. Building stamina and confidence are two major keys to passing the exam, and failure to take the
class and practices seriously will adversely affect the student’s grade and possibly the student’s exam
score. Students taking AP English III are strongly advised to take the Examination in May.
EVALUATION AND CREDIT
The numerical evaluation system for AP English IV will be the same as school policy. However, I may
use the check system for essays that are limited in scope and are not ‘process” essays.
A
B
C
D
F
(check +)
(check)
(see me)
(see me)
(see me)
Superior, Work is Above Expectation
Excellent with Minimal Errors
Met Expectations with Distracting Errors
84-77
Did Not Meet Expectations but Some Effort is Evident
Poor Quality Work, Little to No Effort Evident
93-100
92-85
76-70
below 70
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 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 make-up tests and
other in-class assignments missed for an excused must be arranged by the student within five
school days of returning to class.
CLASSROOM EXPECTATIONS
Five principles shape our East Wake School of Health Science’s culture. We refer to these as
“The 5 P’s of Success”:
Pride (in oneself and in one’s work)
Be POSITIVITY! Being positive is infectious and it will yield results for everyone in class.
Your attitude and motivation are the essential elements of our classroom environment.
Perseverance
Pursuit of Knowledge (not just information)
Personal Responsibility
Be POLITE to and respectful of Mr. Porter and your peers. Actively listen (without
speaking) when others are speaking, and be respectful of different points of view. Raise your
hand before speaking when the speaker (Mr. Porter or a student) is talking to the class.
Be PREPARED by being in your seat and working on the bell work when the bell rings.
Bring all materials to class (including your binder/notebook, loose leaf paper, and a pen).
Preparing for My Future Today.
Be PROACTIVE in all of your work so that you excel and do not fall behind. It is easier to
stay on top of your work than to try and catch up. Your education is completely dependent
upon YOUR desire to achieve greatness.
DISCIPLINE
I do not plan on discipline being a problem in the classroom. However, sometimes, students
choose to act out or disrupt the class. These actions will result in consequences including but not
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limited to preferential seating, student conferences, morning/lunch/after school help sessions,
counselor referrals, peer tutoring, agenda use, remediation, 1:1 meeting for an action plan, parent
phone call and/or conference, and administrative referral. My goal is that upon correcting an
action, the student recognizes the disruption to themselves, to the class, and to the teacher,
and decides to help the class with positive participation.
CAMPUS POLICY FOR ELECTRONIC DEVICES
The following guidelines will be enforced on all four campuses at East Wake: Cell phones and
other electronic devices such as iPods, MP3 players, computer games, etc. are prohibited from
the beginning of the school day - 7:25 – until dismissal at 2:18. Each school will allow
electronic devices to be used during lunch. Students who call, text or contact students in another
school will have the device confiscated and may face additional consequences.
Any devices, including ear buds and blue tooth devices, should be kept out of sight and turned
off during the instructional day, including class changes between 7:25 – 2:18 except lunch time.
Devices that are visible or heard will be confiscated and returned to parents only. (See Board
Policy 6426 on page 20 of the WCPSS Handbook).
MATERIALS
2” Three Ring Binder for organization*
5 Tab Dividers for the Binder*
1-Subject Spiral Notebook (College Ruled)*
Plenty of Loose Leaf Paper (College Ruled)
Flash Drive (at least 2G)
Blue or Black Pens and a Highlighter (any color)
*These materials should solely be used for English IV.
GRADING POLICY
40% - 1st 9 Weeks
30% - Minor Assessments (Quizzes, Homework, Classwork, Participation, Drafts, etc.)
70% - Major Assessments (Unit Tests, Final Drafts, Projects)
40% - 2nd 9 Weeks
30% - Minor Assessments (Quizzes, Homework, Classwork, Participation, Drafts, etc.)
70% - Major Assessments (Unit Tests, Final Drafts, Projects)
20% - Semester Exam (teacher-made exam)
100% - Final Grade
*Any disagreement with a grade must be submitted in writing within two days of the grade being
distributed. I will not change any grade without a letter expressing your concern.
ATTENDANCE
Attendance is a student’s first priority. Classes will be a mixture of lectures, group work,
independent work, small group reading discussion, large group reading discussion, peer editing,
etc. and participation in the activities are vital to the student’s grade and growth as a reader,
writer, and collaborator. Participation cannot be made up and the grade is counted as a minor
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assessment (see above). If one is not in class, he/she cannot participate in the daily activities.
The easiest was to fall behind is to have poor attendance.
MAKE-UP AND LATE WORK
When a student is absent, it is her/his responsibility to obtain missed assignments. Come see me
before school, at lunch, or after school to collect make-up work (NOT DURING CLASS). Turn
in all make-up and late work to the appropriate basket. DO NOT GIVE IT TO MR. PORTER! I
will lose any paper you give me that is not part of the daily agenda. Expect make-up and late
work to be graded much more slowly than work that is turned in on time. If you are in extracurricular activities that require you to be out for the class, get your work ahead of time so that
you can turn it in on time. Again, come before or after school to get your work. If an
assignment is due on Blackboard, the assignment is due at 11:59pm no matter the
circumstances (weather, sickness, game, field trip, etc.).
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 and subsequent days late may earn a maximum score of
50% (possibly without teacher comments).
e. Late assignments will not be accepted 5 school days prior to the end of each
respective quarter.
ADVISORY
Advisory will be held every other Wednesday in my classroom. It is your responsibility to
recognize if you need extra help. I cannot see inside of your head to see if you understand
everything that we are doing in class. Therefore, if you need extra help, sign up for advisory,
before school tutoring, or after school tutoring.
CHEATING
Students who plagiarize papers or commit other forms of academic dishonesty will be
disciplined according to school policy. A zero may be given on the assignment, and proper
disciplinary action will be taken. Students must not share work or steal writing from published
authors. When outside sources are used in writing, students must document properly.
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When writing a process paper, students will complete and submit all steps of the writing process
before receiving credit for the final paper. Downloading papers from the Internet and/or
“sharing” other students’ writing will not be tolerated. All papers must be submitted according to
the instructor’s direction.
Students talking, passing notes, using a cell phone, or communicating in any way during testing
will be regarded as cheating and the students involved will be dismissed from the test and
disciplined in accordance with the school policy.
FOOD AND DRINKS
Students are allowed to have a drink in class, but do not bring in or eat any overly noisy/odorous
food or drink. The classroom is not a restaurant or movie theatre and I reserve the right to tell
you to put your food or drink up.
RESTROOM AND LOCKER POLICY
Use the restroom and gather all of your materials before coming to class. You will not be
allowed to go to your locker during class. Anything that is left in the locker will have to wait
until the class is over. You may use the restroom when abiding by the 20/20 policy, but do not
make a habit of going to the restroom every day in this class or you will be limited in the
times you are able to leave the room.
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DAILY ASSIGNMENTS
All page numbers are for the Patterns text except where noted. Timed Writings, Multiple Choice
Tests, and The Research Paper will be accomplished within the units. Benchmark tests will be
portions of practice AP tests.
Unit 1: The Writing Process and Modes of Discourse
Modes
Narration
Description
Exemplification
Process
Cause and Effect
Comparison and Contrast
Classification and Division
Definition
Steinbeck
Of Mice and Men (novella)
Proper –
“Dark Hollow”
Asghar –
“Is Religion the Enemy of Peace?”
Burciaga –
“Tortillas” pg. 507
U.S. Census Bureau – 2010 Form (Questionnaire) pg. 501
U.S. Army – Army Strong (Advertisement) pg. 506 (Bedford)
Process
Read to Write
Staples –
“Cutting and Pasting: A Senior Thesis by (Insert Name)” pg. 17
Hinojosa –
“A Supreme Sotomayor: How My Country Has Caught Up to Me” pg. 21
Invention
Arrangement
Drafting and Revising
Editing and Proofreading
Unit 2: Referential Discourse (Focus on Subject)
Gansburg – “Thirty-Eight Who Saw a Murder Didn’t Call the Police” pg. 127
Hodgman – “No Wonder they call me Bitch” pg. 176
Rogers –
“The hidden Life of Garbage” pg. 188
Fish –
“Getting Coffee is Hard to do” pg. 286
Mitford –
“The Embalming of Mr. Jones” pg. 303
Catton –
“Grant and Lee: A Study in Contrasts” pg. 393
Rubin –
“Environmentalism as Religion” pg. 399
Tannen –
“Sex, Lies, and Conversation” pg. 423
Smith –
“The Wife Beater” pg. 516
Twain –
“The Lowest Animal”
Woolf –
“Death of the Moth: pg. 448 (Cohen)
Gould –
“Sex, Drug, Disasters, and the Extinction…” pg. 169 (Cohen)
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Unit 3: Persuasive Discourse (Focus on Request)
Swift –
“A Modest Proposal” pg. 692
Chafets –
“Let Steroids into the Hall of Fame” pg. 253
Miller –
“Get is Right, Privatize Executions” pg. 298
Cousins –
“Who Killed Benny Paret?” pg. 339
Cox –
“The Case against Air Conditioning” pg. 344
Zinsser –
“College Pressures” pg. 450
King, Jr. –
“Letter from Birmingham Jail” pg. 566
Debate Texts: “Are internships Fair?” pg. 582
Debate Texts: “Should Government Tax Sugary Drinks?” pg. 630
Twain –
“The War Prayer” (handout)
Unit 4: Debate, Scholarly Research, and MLA
Finding and Evaluating Sources
Works Cited Page
Integrating Sources to Avoid Plagiarism
Documenting Sources in MLA
Student Selected Topics
Truth –
“Ain’t I a Woman?” pg. 410 (Cohen)
Jefferson –
“The Declaration of Independence” pg. 553
Adams –
“Closing Statements in the Boston Massacre Trial” (handout)
Selected Speeches and Arguments
Unit 5: Expressive Discourse (Focus on Speaker)
Orwell –
“Shooting an Elephant” pg. 133
Berne –
“Ground Zero” pg. 182
Birnbaum – “The Catbird Seat” pg. 228
Malcolm X – “My First Conk” pg. 281
Mirikitani – “Suicide Note” pg. 366
Laird –
“I’m Your Teacher, Not your Internet Service provider” pg. 417
Eighner –
“On Dumpster Diving” pg. 664
Kirby –
“Inked Well” pg. 685
Hurston –
“How it Feels to be Colored Me” pg.182 (Cohen)
Baldwin –
“Notes of a Native Son” pg. 50
Tannen –
“But What Do You Mean?” pg. 435 (Bedford)
Unit 6: Scholarly Writing and the Research Paper
Student Selected Topics
Unit 7: Literary Discourse (Focus on the Text)
Pre-AP English Literature and Composition
Rand
Anthem (novella)
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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
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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
East Wake School of Health Science
Wendell, North Carolina
AP English III Syllabus
(AP English Language and Composition)
Mr. Zane G. Porter | Fall 2013 | Room S158
zporter@wcpss.net | www.PorterEWHS.pbworks.com | @PorterEWHS
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.
___________________________________
(Parent/guardian print name)
______________________________
(Parent/guardian signature)
____________________________________
(Student print name)
______________________________
(Student signature)
Parents: Please list any alternate methods of contact (i.e. fax numbers, email addresses, work phone
numbers and extensions) which I may use to keep in touch with you. Also, please let me know of
any other additional information I may need to know about your child.
Parent email address: ___________________________________________________________________
Parent work number: ___________________________________________________________________
Other: __________________________________________________________________________________
Additional Information: _________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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 zporter@wcpss.net.