Practical Writing Trinidad Garza Early College High School 2015-2016, 9th and 10th Grades Contact Information Instructor: Ms. Lank Classroom: W45 Email: vlank@dallasisd.org Phone: (214) 860.3680 (This is the main office phone for the school. Please leave a message with the person who answers; be sure to leave both your full name and callback number.) Class Website: http://mslankreadingwriting.weebly.com Welcome! I am excited to have you in my class, and I am very confident that we will have a productive and meaningful semester. This syllabus provides an overview of this course and will answer some of the questions you may have. Additionally, it communicates what the classroom culture is, what you can expect, and what you need to do to be successful. Course Description Practical Writing is an intensive course structured to help you become college-ready writers. As writing a complex and progressive progress, you can expect to be assigned a rigorous course load which will help you to build the skills necessary to succeed in college-level courses and beyond. Why Is Writing Important? To earn a college degree, all students must demonstrate an ability to write well. Why? Put simply, because writing is essential to learning. Across disciplines, scholars, teachers, and students all write to explore differing points of view, advance knowledge, and share discoveries. Writing is not only a channel through which we communicate ideas; it is also a tool we can use to process information and think more clearly. Learn to write “well” is not an overnight process; rather, it is a developmental process that occurs over time, improving with constant practice both in writing and reading. And writing well does not mean simply following written conventions. It is a skill grounded in the cognitive domain, encompassing creative inspiration, problem-solving, reflection, and revision: all skills used extensively across any academic curriculum and in any workplace. Despite the importance of writing and the need for good writers in all disciplines, many students enter undergraduate programs and into the workplace without the writing skills needed for their success in these places. Additionally, many new students and graduates lack the ability to critically assess the writing of others, a skill that is especially important in graduate and professional programs. 1 To become a better writer, you must practice both reading and writing often. No matter what career path you choose, being a good writer will serve you well, allowing you to present others with the best image of who you are. What Should I Get Out of this Course? (Goals/Objectives) After you take this course, you should be able to tell me (and others) why writing is important in the world. Ideally, I hope this class opens you up to the joys of writing and that, as a result of this class, you become a regular writer (if you are not already one). Becoming a good writer is an empowering accomplishment, allowing you to express your ideas in ways you previously never could have. More specifically, supporting that underlying course goal of enjoying writing are the following objectives that you should be focused on in order to be successful in this class: After completing this course, you will be able to successfully use a variety of strategies to generate ideas, create a first draft, revise ideas and organize and edit paragraphs and sentences (composition); Give peers constructive feedback on your writing (composition); Evaluate arguments and use sources in your writing (rhetoric); And discuss others’ viewpoints (in writing and orally) respectfully and accurately. Required Materials I expect you to come to class each period with the materials necessary to be successful. Please be sure to pack the materials you need in a backpack and leave them there so you do not forget to bring them to class. To be successful in the class, please bring with you to each class period: A writing utensil Two notebooks (one will be for journal entries, the other for notes) Any class materials needed for the day (homework, readings, etc.) A gluestick If you cannot afford any of these materials, please see me as soon as possible so that we can ensure you have the materials you need to be successful. Readings will be provided in the class. The main textbook we will use in class is Reader’s Journey; however, we will use a wealth of other sources as we progress through the semester. Also, if you do not have a Smartphone, please let me know as soon as possible. We may do activities that involve Smartphones, and I want to plan accordingly if students do not have access to these devices. Dallas ISD Student Core Beliefs My future success depends on working hard today. I have high expectations for myself, my classmates, and my school. I am for excellence even when it’s difficult. 2 Behavioral Expectations In order to build a positive classroom culture that is conducive to learning, we must have a few policies in place to avoid conflicts. Bear in mind that because you are students at an early college high school, I have very high expectations of you, both academically and behaviorally. Thus, I will generally manage the classroom as a college-level classroom is managed. For example, you do not need a pass to go to the bathroom. That being said, I do expect everyone to behave as college students would: do not go to the bathroom to use your cell phone or walk around the school. I do expect you to be completely invested in your own success, and thus, if I judge that any privileges are being abused, I will intervene. Cell Phones/Technological Devices You are permitted—and encouraged—to use technological devices for educational purposes in this course. Educational purposes may include: Researching a class-related topic Using an online dictionary/thesaurus to look up a word Using an app to complete a class-related activity Educational purposes does not include texting friends or using Facebook. If I judge that your use of a cell phone or other technological device has become a distraction, we will meet to discuss solutions. If the problem persists, I will contact your parents/guardians. Please note that I comply with district policies regarding permissible Internet use. If you use the Internet in a way that violates any of these policies, I will report the incident to the school. Tolerance and Respect This classroom is built upon respect and tolerance. Each person brings to the classroom a unique perspective and set of life experiences. I do expect that each student respects other viewpoints. You are allowed to disagree; however, you must do so in a respectful manner. Additionally, no student will disrespect any other person present in the classroom for reasons related to gender, sexual orientation, race, ethnicity, nationality, disability, or culture. If you violate these rules, I will first meet with you to discuss the problem. If the problem persists, I will contact your parents/guardians. Classroom Procedures: Before entering the classroom, we will line up outside to take attendance and make sure everyone is ready to go. When you enter the classroom, you will immediately get started on the “Do-Now” warmup activity, which you find posted on the board. Once you have finished the DoNow, you will paste the Lesson Objectives (also on the board) in your notebook. Be sure to submit to me any completed homework. After the lesson of the day and any associated activities and prior to leaving class, each student will complete a “Demonstration of Learning,” a short, independent activity which will help me gauge whether the lesson was effective, and if not, what needs to be done. Please do not leave until class has been dismissed. I will always do my best to end class on time so that you can get to your next class. However, do not start packing up early and leaving until I have dismissed class. 3 Grading Policy Classwork/Homework: 40% grade weight (homework not to account for more than half of this percentage) Tests/Quizzes: 25% grade weight Projects: 20% grade weight (“projects” include composition papers, research papers, presentations, and reports) Six-Weeks Test Grade: 15% grade weight Numerical grades will be issued in all courses in all Dallas ISD secondary schools. Grade ranges are as follows: 70 to 100 = Passing Below 70 = Failing I = Incomplete (assignment must be made up within 10 school days or “I” becomes 50%. See below sub-section for details.) Retesting Procedures/Make-Up & Late Work You are allowed to retake any major test you have failed, with the exception of ACPs, which must be rescheduled by the assistant principal*. Any retakes must be taken within five days of receiving the failing grade or no later than 10 days from the original test date. The higher score earned will be recorded, and the lower score will be removed. The scores will not be averaged. You are permitted to make up assignments and tests without grade penalty after an excused absence. After an absence, you have two days for every day missed to complete the missed assignment or test. You have at least one opportunity to submit late work not related to an absence. If the work is one class period late, the final grade will be deducted 25%. If work is submitted two or more days late, the final grade will be deducted 40%. *This class has no ACP. Attendance Policy Regular attendance is essential for your success in this class. If you are absent five percent of the time a class is offered in a semester, I will send a warning letter to the assistant principal, who will send the letter to your parent/guardian. Here is the five-percent formula determining how many classes must be missed to warrant a warning letter: A-Days: 52 days in Semester One x 5% = three absences max B-Days: 37 days in Semester One x 5% = two absences max If you miss nine percent of the classes offered in a semester (five days for A-Days and three absences for B-Days), I will complete a violation letter, which the assistant principal will send to your parent/guardian. If you have extenuating circumstances which prevent you from attending school for a length period of time, the Attendance Review Committee will meet with you and your parent/guardian to assess the situation. 4 You are also expected to be to class on time and ready to learn each period. If you are more than 15 minutes late, you will be marked absent (same goes for leaving 15 minutes early). For ADays, three tardies equal one absence; for B-Days, two tardies equal one absence. Projects/Rubrics For the fall semester, you will choose two essays to write, using two of the prompts below. Your essay should be two to three pages. Use a readable typeface with 11-point font size and 1.5spaced lines. Expository Writing: o Think of an invention that has been especially helpful—or harmful—to people. Write an essay explain why and how the invention has been helpful or harmful. o Many students have personal goals, such as making the honor roll, playing a musical instrument, or being the top scorer on a sports team. To be successful in reaching goals, having certain qualities can be helpful. Some of these might include self-discipline, determination, or a positive attitude. Think about a goal you have. In a well-developed composition, state your goal. Describe at least two qualities you will need to reach your goal, and explain why each quality is important for you to have in order to reach your goal. Compare/Contrast Essay: Write an essay that compares and contrasts one of the following: o Your relationship with two different friends o Two of your relatives o Your feelings and what you actually do o A place as it is now and as it was years ago (this could be a place as a large as a country or a place as small as your house) o Two U.S. presidents from different time periods (at least twenty years between their terms) Persuasive: o Do parents have different hopes and standards for their sons than for their daughters? Explain your answer, providing examples to prove your point. You can use your own parents as an example. o Should juvenile offenders receive life sentences? Why or why not? If you answer sometimes, in what cases should juvenile offenders receive such sentences? o Do bystanders have a responsibility to intervene when there is trouble? Why or why not? o Is your generation more or less self-centered than earlier generations? Why or why not? o Does buying and accumulating more “stuff” make us happier? o If you had unlimited resources, what scientific or medical problem would you investigate? Why would you investigate it? What is its importance? Note: Rubrics will be handed out to you when the project is assigned. Assessments October 2, 2015: Six-weeks exam November 2, 2015: Essay 1 due 5 November 6, 2015: Second six-weeks exam December 18: Essay II due Disabilities Section 504 of the Rehabilitation Act of 1973 guarantees that students with disabilities may receive accommodations and services to ensure that their individual educational needs are met as adequately as those of non-disabled students. If you have a documented disability that might affect you in the classroom, please meet with me as soon as possible so that any arrangements you need to be successful in the classroom can be made. Additionally, if you have not already done so, please contact the district’s Section 504 and Dyslexia Services. Classroom Website I have created a website for our class, where you will find the tentative class schedule and any necessary documents and information you need. For example, if you miss a class, you can easily find what you missed on the website and print out any necessary documents. If you prefer to submit the work electronically in the case of an absence, you can send the assignment to my email. I will respond to let you know that I received it. Class website URL: http://mslankreadingwriting.weebly.com Conference Hours/Tutoring Times/Contact I am here for you if you need additional help! Please speak up if you need help: this is a very important skill to have in college. My tutoring hours are Mondays and Wednesdays from 4 to 5 p.m. and Thursdays from 4 to 4:30. If you need to meet outside of these hours, please schedule an appointment with me. You may contact me at my Dallas ISD email, vlank@dallasisd.org. If you need to call, please call the main Garza office phone number, (214) 860.3680 and leave your name and number. My conference hours are period are third and seventh periods (third period is MWF from 11:10 a.m. to 1:20 p.m., and seventh is T/TR from 11:00 a.m. to 1:55 p.m. Academic Integrity Statement I will use my own thoughts and works and will do my own work to support my own learning. This means: NO CHEATING! NO COPYING! NO STEALING! NO PLAGIARISM! NO REPRESENTING SOMEONE ELSE’S WORK AS YOUR OWN! 6 Student name: ________________________________ Period: ________ Date: ____________ Dear Garza Parents and Guardians, I am excited to have your child in my class this semester! My goal is to prepare your child for the academic challenges that he/she will encounter at Garza and beyond. In order for the learning environment to be a welcome and safe place, each student must adhere to the policies outlined in this syllabus and in the student handbook. Please take a few minutes and review this syllabus to understand what is expected from your child in this class, what you can expect your child to achieve, and what rules your child must follow to promote a healthy learning environment. To document that you have read the syllabus, please sign below. Again, I am thrilled to have your child in my class this semester and am available to you should you have any questions or concerns. As stated above, my email is vlank@dallasisd.org, and to reach me by phone, you can call the main Garza office line and leave a message including your name and number. Thank you again, and I look forward to working with you and your child this semester! Sincerely, Ms. V. Lank Parent/Guardian Agreement to Syllabus Terms I, ______________________________, have read and reviewed the class syllabus with my child, _____________________________________. My child fully understands that he/she is responsible for complying with the class rules and district policies. Parent Name (Please Print): ___________________________ Parent Email: _____________________________ Parent Phone Number: _________________________ Best Time to Call? _____________________ Parent Signature Agreeing to Above Statement: _____________________________ Student Agreement to Syllabus Terms I, _________________________________, have read and reviewed the class syllabus with my parent/guardian. I fully understand that I am responsible for complying with class rules and district policies. Additionally, I agree to the Academic Integrity Statement. Student Name (Please Print): __________________________ Student Email: ___________________________ Student Signature Agreeing to Above Statement: _____________________________ Teacher Agreement to Syllabus Terms I, Victoria Lank, have read and reviewed the class syllabus. I understand that I am responsible for complying with class rules and district policies. Teacher Signature: ________________________________ 7