Writing Composition
January 14th – March 7th,
2013
M-Th 9:00-10:30, Room 5
Shane Abrams
shaneabrams@boulderprep.org
Course Texts
Most course texts will be provided
in handouts by the instructor or provided by the students themselves; a folder,
binder, or other organizational system is highly recommended.
The
following blog will also serve as a resource for disseminating materials and texts:
Course Description
The
purpose of this course is to introduce students to a variety of foundational
writing techniques, media, and means. By frequent engagement in writing,
reading, and speaking exercises, each student will hone his or her ability to
communicate through writing using both an authentic voice and appropriate
methods.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· identify and articulate multiple
genres and media for writing communication.
· express themselves in writing
using a unique voice.
· describe and implement strategies
to enhance their writing.
· critique peers’ work in a
respectful and constructive manner.
· revise and improve their own
writing using independent proofreading, peer critique, and instructor feedback.
We will
aim to explore—perhaps even answer—some of the following questions:
· How can we use writing to explore,
explain, and understand our lives?
· How can we make our writing true
to our own thoughts, voice, and goals?
· What concrete steps can we take to
polish our writing?
· What benefits are there to
collaboration in writing? To workshopping and peer critique?
· How do writers create depth and
meaning?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily journals; in-class
and out-of-class assignments; and a cumulative multi-genre final project.
Additionally, other artistic or academic assignments may be collected and
assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Writing Composition will be calculated on a points-based scale; i.e., each
assignment, including long-term projects and daily participation grades, will
be valued at a certain number of points possible. Over the 8-week course,
points possible will amount to roughly 1000-1200 points. At any time, a student
may request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. Even though Writing Composition meets
daily, each absence is detrimental to learning potential. I will not deduct
points for absences, whether they are excused or unexcused. However, students
are always responsible for information, work, and cumulative assignments which
they miss when absent: missing multiple classes will unforgivingly hinder a
student’s academic success. If a student misses class, I advise visiting the
course blog – http://boulderprepcomp.blogspot.com/— to see what she or he
missed and what she or he needs in order to catch up. If you know in advance
that you will miss a class, please consult with me beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 9:00. This does not mean walking from the Commons to the classroom at 9:00;
this does not mean arriving at 8:59 and leaving to use the bathroom until 9:05.
In regards to breaks: there will be
no out-of-class breaks. You should think of yourselves as adults during this
class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be
out of the classroom at any given time.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation – 10 pts. / day
Daily
journals – 160 pts.
General
assignments (in-class and homework) – approx. 350 pts.
Summative
assessment (Final project) – 350 pts.
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty endorsed
by Boulder Preparatory High School.
Electronic
Devices
In order
to facilitate the development of a respectful and focused classroom
environment, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of the
period.
Materials Needed
Please
bring these things to class every day:
Writing
materials (pen/pencil, paper)
Course
texts
Recommended: Binder, folder, or other
organizational system for hand-out readings
Approximate Schedule of Study
and Curriculum
This
schedule is a rough estimate and is subject to change. Please refer to daily
assignments for more accurate information.
Week one (1/14 – 1/18) –
|
Introduction to Writing
Composition
Content, Ideas, and Inspiration
Non-academic non-fiction
|
|
|
Week two (1/22 – 1/25) –
*Note:
class this week will meet Tuesday-Friday due to the holiday on Monday.
|
Diction, Word Choice, and Description
Poetry
|
|
|
Week three (1/28 – 2/1) –
|
Flow and Figurative Language
Poetry
|
|
|
Week four (2/4 – 2/8) –
|
Audience and Organization
Essays
|
|
|
|
|
Week five (2/11 – 2/15) –
|
Voice and Voices
Essays and Narrative
|
|
|
Week six (2/19 – 2/22) –
*Note:
class this week will meet Tuesday-Friday due to the holiday on Monday.
|
Workshopping and Collaborative Writing
Narrative and Traditional Non-fiction
|
|
|
Week seven (2/25 – 3/1) –
|
Compiling, Revising, Polishing, and Publishing
Final project
|
|
|
Week eight (3/4 – 3/8) –
|
Compiling, Revising, Polishing, and Publishing
Final project
|
Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
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[Please detach and return this section.]
I,
_______________________________, hereby acknowledge that I have received and
reviewed this syllabus. Any
(print
name)
questions
or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature) (date)
