AAPE (Awesome AP English): November 2012

Friday, November 9, 2012

Zuss is it? If I Had a Nickel…

Alright, so here are your jobs for this weekend:

1. Read the J.B. critiques and mark them up.

2. Read at least one of the MacLeish bios. (The sites are listed below.)

3. Consider your notes from class, the Book of Job, the critiques and bios, and your own nerdy ideas. Think about what you'd like to discuss about this play—an idea you'd like to prove. This can be about any aspect of the play (its purpose, characterization, stage design, lighting, motifs, symbols, etc.). Once you've decided on your focus, email or text it to me. (This needs to be done by 10:00am on Sunday.)

4. I will email/text you back with an essay prompt written just for you. : ) Your job will be to time yourself for 45 minutes and write a response; a thesis and two body paragraphs are all that you'll need. Be sure to reference specific parts of the play—quoting is not mandatory, but always helps. If you'd like, practice the essay-attacking set-up that we tried last week: 2-3 minutes reading and dissecting the prompt; 10-15 min. of outlining; 20-25 min. of writing; 2-3 min. of proofreading/editing. Please don’t type this, and please don’t allow yourself to cheat and go over the time limit; that’s not going to help in the long run.

You also have the J.B. close reading and—if you’d like—the opportunity to rewrite your timed essay for Everyman.

If you have any questions at all, please let me know! Have a great weekend!

MacLeish Bio Info

These two sites are particularly comprehensive:

http://www.english.illinois.edu/maps/poets/m_r/macleish/life.htm

http://www.poetryfoundation.org/bio/archibald-macleish

A few of you may pull these up and think to yourself: "Holy moley! I'm not reading all of that!" That choice is up to you. Although you'll be faced with a barrage of writers' names that you may not know, and titles of poems with which you're unfamiliar, these bios look at MacLeish's place in history, both politically and artistically. They also address his beliefs on humanity. Interesting stuff, I think.

APE Syllabus 2012-13

Course Overview:

This course, designed for students of “superior ability and achievement,” provides the student with analytical experience, both oral and written, equivalent to two years of college English. A secondary purpose of the course is to prepare students for the National Advanced Placement Examination in English Literature and Composition. Because the course requires a significant amount of independent reading and writing, a high degree of maturity and self-discipline is required. The homework and reading load is significant. Here’s the deal, though: This class is AWESOME, and both the kids and myself gain SO much from it throughout the year. The time and hard work it takes—on both of our parts—is worth it! : )

Grading Policy:

1. The final semester grade is based upon the total number of points earned for the semester out of the total number of points possible.

2. Once points are totaled together, the final semester grade will be based on the following percentages (converted to a five-point scale):

A = 90 – 100%

B = 80 – 89.9%

C = 70 – 79.9%

D = 60 – 69.9%

F = 59.9% and below

Late Work and Absences:

All homework is expected to completed and turned in on time. All late work will be penalized 10% per day late (weekends and days we do not have school are included). Some clearly marked assignments will involve a large one-time penalty if turned in late.

Students will be able to make up assignments they missed while they were absent. Per the BEHS Student Handbook, for each day of absence, you will be granted one day of make-up time. However, if you are absent on the day an assignment is due, I will expect you to turn it in immediately upon your return to our classroom.

Behavior:

All students must show respect for other people, their ideas, and for property at all times. Disrespect of others will not be tolerated.

Attendance:

The class discussion is integral to this course, and cannot be recreated. If you are unavoidably absent, as happens to a student in a college-level course, you are responsible for finding out what work you missed and getting notes; contact me or arrange an appointment if you have questions.

Participation:

This is a vital part of any class, and particularly this one, which is primarily discussion-based. You will earn class participation points each week, the total of which is determined by your voluntary participation in class discussion, your cooperative attitude toward your colleagues and your work, and the consistent level of your preparation for class.

Intellectual Honesty:

Plagiarism is a serious offense and the English Department (especially Mrs. Dyer) does not take it lightly. On the college level, plagiarism has been grounds for dismissal from the institution. In this class, it will result in a zero for that assignment and a significant dent in the perpetrator’s reputation; personal integrity is inconsistent with plagiarism.

Plagiarism takes many forms: copying work from a friend, lifting quotations from a critic without giving credit, closely paraphrasing an authority without acknowledgment. But this issue of intellectual honesty is broader than these fairly narrow examples. THE PURPOSE OF THIS CLASS—and of all literature classes—THE PAPERS YOU WRITE, THE WORKS YOU READ, ANDTHE DISCUSSIONS IN WHICH YOU PARTAKE IS TO PROVIDE YOU WITH OPPORTUNITIES TO ENGAGE DIRECTLY AND PERSONALLY WITH THE IDEAS OF SOME OF OUR GREATEST WRITERS IN HOPES THAT THEY WILL STIMULATE YOUR OWN THOUGHTS AND UNDERSTANDINGS AS YOU CONNECT THE PAST WITH THE PRESENT AND THE FUTURE. Failing to do the assigned reading, copying a paper from another year, using Spark Notes or Cliff’s Notes as a substitute for reading the original all sabotage this purpose and are therefore utterly unacceptable.

Admittedly, some of the works that we read are extremely difficult to follow. If you read closely and are still confused, there’s no harm in looking up a summary in order to clarify what you read. Stay away from the analysis sections of these sites, though; reading that defeats the purpose for taking the class.

Teacher Support:

I have high expectations of my students, both academically and behaviorally. However, an important part of my job is to provide you the support and encouragement you need to be successful. Please accept my sincere invitation to see me out of class or contact me to discuss any questions or concerns you may have. I am available:

o during lunch Monday, Tuesday, Thursday and Friday

o after school until 3:00 Monday-Friday

o by text (460-1704) or email (christine.dyer@k12northstar.org) anytime (well, actually, until about 9:00pm with the texts…)

This is a VERY challenging class, and there will be times when you feel like you are drowning...there will also be times where you are SUPER excited about what you’ve discovered. I am here for you when either or both of these occasions occur—and anything in between. Ultimately, your success in this class depends on your ability to own of your education. You know what you do and don’t know— and you know what you need. Ask, ask, ask…

Parents/Guardians: Please email or call me to let me know that you have read over this syllabus, and please let me know if you have any questions. I can also email you a copy of the syllabus—just let me know if you’d like one.

AAPE (Awesome AP English)

Friday, November 9, 2012

Zuss is it? If I Had a Nickel…

MacLeish Bio Info

APE Syllabus 2012-13

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