english 11 advance placement language and composition · web viewthey will learn to summarize,...

Midland High SchoolAP English III, Fall 2013 and Spring 2014 - Syllabus

Teacher: Shelley Wagner

Course DescriptionIntensive study of and practice in writing processes, from invention and researching to drafting, revising and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement and style. Focus on writing the academic essay as a vehicle for learning, communicating and critical analysis. Course assignments will include a minimum of 6,000 words of writing.

Course Outcomes:Students will engage in a college composition course which emphasizes rhetorical structures used by writers in various genres and engages them in a survey of American literature. Because English 3 AP is a college course, expectations for students are appropriately high, and the workload will challenge students.

· Students will learn to sustain discussions of topics in language, literature, and American culture and frame cogent arguments about current issues and about American literature.

· Students will learn to respond personally and reflectively to a range of literature in a variety of genres and forms; narrative, expository, analytical, and argumentative essays about a variety of subjects; public policies, popular culture, literary analysis, personal experiences. They will learn to summarize, analyze, and interpret the works they encounter, expressing their insights in creative and expository writing.

· Students will gain an understanding of their individual development as writers, writing in informal contexts designed to help them become aware of themselves as writers and of the techniques employed by the writers they read.

· Students will develop their writing skills through a sustained focus on rhetoric—expository, analytic, and argumentative writing based on readings representing a wide variety of prose styles and genres, and a careful examination of sentence and paragraph structures for achieving rhetorical purposes.

· Students will learn to research and effectively document their findings and use them to develop a researched argument, correctly documented using MLA style.

· Students will engage in the writing process and will develop the skills and knowledge needed to revise and edit their own and others’ compositions using responses and instruction from the teacher and through peer critique.

· Students will analyze how graphics and visual images both relate to written texts and serve as alternate forms of text themselves.

· Students will apply their writing, listening, speaking, and reading skills in completing independent projects within their areas of inquiry.

· Students will gain familiarity with the types of questions and expectations for answers on the Advanced Placement Examination for Language and Composition

HomeworkStudents in my classes should expect homework several days each week.

All essays will be typed and written in MLA style which includes the following: Times New Roman, font size 12, 1” margins, double-spaced, MLA heading, title, page numbers. No other type or size will be accepted.

GradingThe grading system for my course is as follows:

For students receiving dual credit through Midland College (your college transcript will reflect the following):Major Grades: 90% - 4 Major writing assignments (mostly indicated in this syllabus by bold type, instructor will indicate when assignment is given) Minor Grades: 10% - homework, discussions, quizzes, daily assignments, final exams (usually indicated by word minimum requirements, not in bold type)

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Late work: Grade is reduced by 10% per day.For Students receiving only High School credit and for students receiving high school credit while taking dual credit courses through Midland College (your high school transcript will reflect the folowing percentages):Major Grades: 60% Major Writing assignments, testsMinor Grades: 40% Minor Writing assignments, questions, discussionsFinal is worth 25% of your semester grade (unless otherwise indicated by administration).Latework: Grade is reduced by 10% per day, excluding weekends.

BehaviorTwo basic rules govern public behaviors in classroom situations: 1) respect 2) cooperation. Disruptions of class activities should not occur; harassment of any kind is not tolerated. Minor infractions of class or school rules will be discussed between the student and teacher and parent when needed. Major infractions will be referred to administration.

Texts:Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition:

Reading, Writing, Rhetoric. Boston: Bedford, 2008.Douglass, Frederick. A Narrative of the Life of Frederick Douglass.Others as assigned

PlagiarismPlagiarism—using another’s thoughts and accomplishments without proper acknowledgement of documentation—is absolutely unacceptable. Students will receive a 0 for all plagiarized work.

Students with DisabilitiesMidland College provides services for students with disabilities through Student Services. In order to receive accommodations students must place documentation on file with the Counselor/Disability Specialist. Students with disabilities should notify Midland College prior to the beginning of each semester. Student Services will provide each student with a letter outlining any reasonable accommodations. The student must present the letter tot eh instructor as the beginning of the semester.

Unit 1: An Introduction to Rhetoric and ArgumentSummer Reading: Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover, 1995.

(Print)Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition:

Reading, Writing, Rhetoric. Boston: Bedford, 2008. (Print)

Summer Reading Culminating Activity: Students will bring the summer reading assignment novel to the first week of class and be prepared to discuss and write analytically about it after completing a dialectical journal. Preliminary discussions about the basic rhetorical structures of nonfiction and fiction will take place. Relevant rhetorical terms, like ethos, pathos, logos, audience, message, purpose, and logical fallacy will be introduced. Aristotelian Rhetorical Triangle, Toulmin’s model, classical appeals and models, patterns of development, rhetorical fallacies, and visual rhetoric will be introduced and shorter writings will be formative assessment including: Rhetorical analysis of Einstein’s letter (200 word minimum, timed), political cartoon reflection (200 word minimum, timed), development analysis (200 word minimum, timed), and rhetorical analysis of journalism surrounding Princess Diana’s death (750 word minimum). Students will write a rhetorical analysis of Frederick Douglass (200 word minimum, timed). Instruction will be provided on the writing purpose, audience and process using various methods of revision and editing and will continue throughout the course.

Unit 2: Analyzing Style and Close Reading

Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition: Reading, Writing, Rhetoric. Boston: Bedford, 2008. (Print)

Zinsser, William. On Writing Well. New York: Harper Collins, 2001. (Print) (Chapters 1-4, 14, 20)

Students will analyze essays, short stories, poems, and political speeches for rhetorical technique. Students will learn concepts such as tone, sentence structure, diction, syntax, parallelism, trope and scheme. Students will learn to converse with the text through strategies including annotation, dialectical journals, and graphic organizers. Students will produce a personal narrative (750 word minimum) in the form of a literary autobiography describing the history of their own literacy while paying particular attention to their own writing style and its influences.

Unit Three: Analyzing Visual Texts

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Students will analyze visual texts using the rhetorical triangle. They will produce a short analysis of a visual ad (200 word minimum, timed) They will also produce their own ad in an original visual in which they advertise one of the books which was influential in their past. They must produce a commercial which will appeal (Ethos, Logos, and Pathos) to a targeted audience.

Unit Four: Writing About Close Reading


Students will learn and practice the writing process in a rhetorical analysis based on their close reading strategies.Students will analyze Kennedy’s Inaugural Address using learned strategies. Students will produce a peer reviewed essay which analyzes Kennedy’s rhetoric. (1000 word minimum).

Unit Five: Synthesizing Sources, Identifying the Issues, and Entering the Conversation

Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1925. (Print)PlayDecide.org. (Web)Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition:


Socratic Seminars will be established and continued for the duration of the school year. Students will be required to write an argument or analysis regarding their reading after each reading. Each writing will involve open-ended responses of significant length (200 word minimum). There will be at least 7. Students will learn about the types of support and the relationship between sources and audiences. Students will also identify the issues surrounding controversial topics, recognizing the complexity of any issue, and formulating a position using and incorporating reliable sources. Students will write an essay which analyzes a columnists audience through the types of sources he or she uses (200 word minimum). Students will write a persuasive synthesis essay (500 word minimum) about an educational issue using the sources provided and incorporating rhetorical devices discussed in class. Students will peer review and analyze fellow student’s rhetorical style. Students will also condense the persuasive synthesis essay into a different format appropriate for standardized exams. Students will also write an argumentative synthesis essay selecting their own sources and incorporating all of the techniques learned in the course about an educational issue discussed in the text (1500 word minimum). Students will also condense this argument to standardized testing requirements. As a culminating activity, students will design curricula for one of their classes creating an outline of what they would deem most important to learn in the chosen class. Students will also read The Great Gatsby and engage in discussion through literature circles. They will employ their learned reading strategies to engage with the book and discuss their results with the class. For the final in the course, they will analyze a comic strip, “The Great GAPsby,” and they will synthesize an argument from given sources (200 word minimum, timed).

Unit 6: Learning through Research

Research Paper (2000 word minimum)Students will identify a research question. They will research that question and find answers. They will revise their research question as needed during the process, find new sources as appropriate, keep track of those sources in an annotated bibliography, take notes, outline (500 word minimum) extensively before writing drafts, create multiple drafts, revise and edit thoroughly, and finally produce a lengthy paper with an arguable thesis. They will apply MLA style and documentation to their research work. The students will then create an original presentation of the research and present it to his or her peers as well as publish to the web in a selected format. Student will learn effective communication skills appropriate for the college class.

Unit 7: Community

Hawthorne, Nathaniel. The Scarlet Letter. Boston: Ticknor and Fields, 1850. (Print)Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition:


Students will engage in exploring the importance of community and the individual and the conflicts created when seeking acceptance in society. Students will study and analyze professional rhetorical strategies and in turn apply them proficiently in their writing. Students will write 9 argumentive or rhetorical analysis responses to posed questions (1100 words minimum divided amongst the 9 responses). Students will write a timed analytical paper regarding The Scarlet Letter (200 words

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minimum). Writing will be peer reviewed, revised and edited to create polished pieces. Students will choose one short response from which they will create a more in-depth paper (1000 word minimum). Students will understand the importance of considering their audience when writing for specific purposes and learn appropriateness of style for occasion. Students will communicate effectively through their writing and engage in their own communities through this process.

Unit 8: Popular Culture

Davis, Desmond. Clash of the Titans. MGM, 1981. (DVD)Leterrier, Louis. Clash of the Titans. Warner Brothers, 2010. (DVD)Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition:


Students will explore the affects of pop culture and media on the individual. Students will engage in debate through the written word. Students will study and analyze rhetorical methods and apply those methods proficiently in their writing. Students will produce multiple argumentative responses (1400 word minimum divided amongst the various responses). Students will also create their own graphic essay (100 word minimum with drawn pictures) explaining the process of research and reflecting on the lessons they learned about the writing process. Students will then publish their graphic essays and present them. Students will write an argumentative analytical essay (750 word minimum) which explores an aspect of pop culture and its influence on the individual. Students will also engage in a film analysis by watching two films, one a remake of the other, and comparing the social values and impact of the films on the audience during the different time periods. Students will then write a comparison/contrast essay analyzing the two versions of the film (750 word minimum).

Unit 9: Grammar as Rhetoric and Style


Students will engage in a study of how grammar choices affect the style of the author. They will explore various professional authors as well as analyze students’ writing. This unit will involve multiple writings in order to evaluate grammar. Students will then write an analytical paper describing the affects of grammar choices on the writer’s style (750 word minimum).

Unit 10: Business and Professional Writing: College Readiness

Students will learn what is expected in professional writing, especially focusing on college entrance essays and coverletters for professional resumes. Submitted essays and examples will be examined for effectiveness. This unit will culminate with two written pieces, a college application essay (500 words) and a personal résumé and cover letter (200 words). Final exam will be administered at the end of this unit. Test strategies will also be a focus during this unit.

Contact Information:Shelley Wagner: NEW: [email protected] (Email is the best way to access me.) OR OLD: [email protected] For parents: 432-935-1774 or in an emergency situation (imminent death, gushing blood, broken bones- but why would you call

me? Call 911), (“EMERGENCY” is not a grade or assignment issue, assignment questions should be emailed)Location: Room 223, Midland High School, Office Hours: 8a-8:30a Monday-Friday, Lunch on Thursday, Anytime by appointmentMy website: http://www.midlandisd.net//Domain/2208

Materials needed for my course:¾” – 1” binder, hard cover (no flimsy plastic, please)Plain white notebook paper (no color at all of any kind)Navy blue or black ink pens (no other color is allowed, assignments will be returned, ungraded, and receive late point reduction)Pencil with eraser (used for final exams, perhaps notetaking. NEVER USED ON WRITING ASSIGNMENTS)Post it! notes (Used for annotation excercises. These can be shared with other courses)Colored pens or pencils for revision and editing (We do this frequently. These can be shared with other courses)

Materials suggested for efficiency and convenience: (Required if taking the course through Midland College as Dual Credit):Access to a computer with reliable internet access and Microsoft Word (Midland College Computer Lab is available to Midland College students, MHS library also has computers ofr students)An email address which is reliable and can be accessed from MHS (google mail)

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http://www.midlandisd.net//Domain/2208

mailto:[email protected]


A portable drive for saving assignments (Can be shared with other courses)

THIS SYLLABUS IS PAGE 1-4 OF YOUR BINDER. READ IT.

Mrs. Wagner’s Expectations1. I will constantly and consistently work on English assignments during the entire 50 minutes of every English class. I may pack my things for class change 1 minute before the bell.

2. I will complete all assigned work to the very best of my ability and turn the work in on time or before the due date.

3. I will plan in writing (graphic organizer, outline, etc.), write multiple drafts (not just one), revise (move things around for logical comprehension), edit (grammar, conventions, and spelling), and type every essay.

4. I will maintain a binder with all graded work, handouts, notes and study materials from English class.

5. I will participate in every discussion we hold in class.

6. I will bring my binder, paper, a pen, and my sharpened mind to class every day.

7. I will behave respectfully towards other students and my professor, including being quiet while others are working, not talking over another person, or bullying through sarcasm.

8. If I break one of the school rules for dress code, cell phone, electronics, or other behavior unbecoming a Midland High School student, I will expect my professor to follow school policy including taking up and turning in my cell phone, writing a referral to my grade level principal, and/or contacting my guardian regarding my poor choice to engage in poor behavior.

9. If I do not turn in an assignment on time, ICU tutorials will be mandatory. I will go to ICU on the assigned day. The grade will be reduced by 10% for each day (24 hour time period) that the assignment is not turned in (Not including weekends for high school credit only). 10. I can submit assignments electronically to my professor by email. Her email is [email protected] . The time and date of submission will be the time and date that the email was sent from me. If there are problems submitting by email, I can print the paper and turn it in the next day with a legitimate parent-signed note indicating the problem and verifying the attempt to submit electronically by printing the email return notice or other form of electronic verification (picture of the monitor screen).

11. If I cheat or plagiarize an assignment, I will receive a zero for that assignment. I will not be able to re-do, submit an alternative assignment, or turn in an extra credit

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assignment to replace a grade of zero which is assigned for plagiarism or cheating of any kind.

The Ten Commandments of AP English

1. I am the prompt, thy prompt; Thou shalt have no other prompt before me. Thou shalt read the prompt with rapt attention; the prompt is thy friend. Thou shalt address the prompt. Thou shalt not just get the general idea of the prompt, nor shalt thou fight the prompt or substitute thine own ideas for the prompt.

2. Thou shalt not postpone, omit, or bury thy thesis statement.

3. Thou shalt not commit plot-summary, nor shalt thou cohabit with reading comprehension, for it is an abomination in my sight.

4. Thou shalt not commit free-floating generalization, but shall support and develop thy every assertion.

5. Thou shalt not mistake complexity for confusion, or subtlety for indecisiveness; thou shalt not attribute thine own insensitivity or ignorance to authorial ineptitude. The fact that thou gettest not the point does not mean that the passage has no p[point; thou has missed the point. Deal with it.

6. Thou shalt read every multiple choice question with the same exquisite care that thou devotest to the essay prompt; thou shalt not “get the gist.” By the same token, thou shalt strive to read what the writer actually wrote, not what thou expectest him or her to have written.

7. Thou shalt not finish early. Thou shalt spend plenty of thy time planning thine essay responses and reading them over.

8. Thou shalt guess when thou knowest not the answers.

9. Thou shalt not merely identify rhetorical and stylistic devises, but shalt show how they function.

10. Thou shalt never permit thyself to become discouraged; I am the prompt, thy prompt. Thou shalt maintain thy focus, attention and confidence. Yea, though thou hast totally screwed up thy essay, this next essay maketh a fresh start.

Revision and Editing Marks˅ or ˄ = Insert a space, word, letter, phrase or punctuation. Whatever you want to

go into the place where the arrow points, you write inside the arrow.Word or phrase that should be taken out, no doubt.

s = letter which should be capitalized.

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S = Letter which should be Lower case.[Bracket a word, phrase or punctuation which needs attention, awkward, not sure if it

needs taken out or is slang and not acceptable for fomal essay.]¶ = Start a new paragraph.

Sp = spelling error some where within the line by which the mark is placed.* = You may star or draw a line with an arrow at the end of it to indicate where

something needs to be added when space is insufficient for writing what needs to go in that section. Coordinate your marks. If there is a * in the space then there should be a *

next to what you want to add. If there are multiple revisioins to add, you can use numbers (*1, *2, *3) or a different symbol for each revision (*, #, @, ).

NOTE: Mrs. Wagner uses color and underlines the thesis when she is grading. That does not necessarily mean your thesis is wrong. It just keeps her on track. You are also welcome to use color and underline the thesis and topic sentences if it helps you stay

on track when you are revising and editing.

Expository: Literary AutobiographyRoots and AffixesAuto- SelfBio- LifeGraph- RecordPurposeThis assignment will record your life as it reflects your experience with literature. My favorite books as a child were The Monster at the End of This Book and Green Eggs and Ham. Each of these books had a profound impact on my life in different ways. Later I enjoyed the Encyclopedia Brown series. Then my reading life ended until marriage, and later, college. Why? Well, that is a part of my life story, my record.

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TaskYou will examine the books that made you who you are today and why they were so influencial. You will discuss at least three different stages of your life. Describe the impact of your reading choices on your future. Look for causal relationships and describe why your experiences with literature made you become who you are.Some say you are what you eat; I believe you are what you read. Show me who you are.AssessmentGrades will be based on the writing process and the depth of personal examination. The writing process will include peer review, revision and editing of drafts. The final draft will be due on October 15th. First draft due September 6th. On September 6th and September 26th we will engage in peer review during class, so it is imperative that your drafts are in class on those days. Process grades will be part of the final grade, which means if your paper is not in class on revision days, your grade will suffer accordingly and severely.All parts, prewriting, drafts, peer reviews, and typed final draft in MLA format will be stapled and turned in together on October 15th. No folders or report covers, please.

Literature Circles- OverviewOverview:Each student in your circle is responsible for completeing his/her worksheet over the section of the novel assigned to him/her. We will have a “fish bowl” in the center of the room where the students will hold a public discussion of the novel. Each person in the group will participate by discussing the section for which he or she was responsible that week. Student in the audience will listen and direct questions to the presenter. All students will take notes during the discussion to record interesting points made by others. List of Jobs:Discussion Director: Summarizes the novel section for the entire class. Guides discussion, gives permission and encouragement during discussion, asks high level questions which he or she has formulated before the discussion. (High level usually begins with “how” or “why”). The best questions are created from your own feelings toward the novel. You must provide your own answers to the questions.

Connector: Connects the theme, situations, characters, and other elements of the story to some relevant, modern-day event or situation in the student’s life. The student will discuss this event and share orally with the group. Once

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the student has shared his/her connection to this section of the book, each member of your group will also relate their own connection to the book, although they may refer to a different passage.

Researcher: Researches some situation in the novel. Researchers bring the information that they find such as articles, etc. The researcher is looking for how things were during the time period described in the novel. They are also looking for connections to modern situations and current historical events.

Critic: Critics find relevant literary criticism regarding the specific novel and the background of the author. You can find this in the library. Share orally points of criticism regarding the section of the novel you are discussing with the group. Share the author’s background only if it is relevant to the section you are discussing.Luminary: Find and highlight passages which seem most important in the section of the novel. Discuss why these passages are most important to the group. Your job is to choose a paragraph or sentences from the bookto discuss with your group. Your purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. You can read parts aloud yourself, or ask another group member to read them. Include your reasons for picking the paragraphs or sections you did. Please record the page number and paragraph.

Travel Tracer: In a book where characters move around a lot and the scenes change frequently, it is important for everyone in your group to know where things are happening and how the setting may have changed. Even if the scenery doesn’t change much, the setting is still a very important part of the story. Your job is to track where the action takes place. Your job is to trace the movement of the characters through the plot and describe the setting. Provide pictures of that setting, maps of the area, drawings, or a detailed description. Record the page of the book where the setting is described.

Vocabulary Enricher: Also, your job is to find and define words which are unfamiliar to you, that you think others may not know, or that are significant to the story in some way. Write them down with page numbers as you read. Then go back and define them. Discuss these words as a group and determine the meaning in context. Discuss why you chose these words for the group and why they are important. Discuss the connotations connected to the words you chose.

Literature Circles – The Scarlet LetterConnector: Connects the theme, situations, characters, and other elements of the story to some relevant, modern-day event or situation in the student’s life. The student will discuss this event and share orally with the group. Once the student has shared his/her connection to this section of the book, each member of your group will also relate their own connection to the book, although they may refer to a different passage.

Describe the part of the book and your connection to it.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Describe your situation and how it relates to the book.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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LUMINARY- Literature CirclesName: ____________________________ Book: ___________________________ Date: _____________ Chapter: _____Luminary: Find and highlight passages which seem most important in the section of the novel. Discuss why these passages are most important to the group. Your job is to choose a paragraph or sentences from the bookto discuss with your group. Your purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. You can read parts aloud yourself, or ask another group member to read them. Include your reasons for picking the paragraphs or sections you did. Please record the page number and paragraph.Paragraph/sentence and reason for choosing it.

1. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(PAGE__)

a. Reason: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(PAGE__)

a. Reason:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(PAGE__)

a. Reason:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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TRAVEL TRACER AND VOCABULARY ENRICHER- Literature CirclesName: ____________________________ Book: ___________________________ Date: _____________ Chapter: _____Travel Tracer: In a book where characters move around a lot and the scenes change frequently, it is important for everyone in your group to know where things are happening and how the setting may have changed. Even if the scenery doesn’t change much, the setting is still a very important part of the story. Your job is to track where the action takes place. Your job is to trace the movement of the characters through the plot and describe the setting. Provide pictures of that setting, maps of the area, drawings, or a detailed description. Record the page of the book where the setting is described. Vocabulary Enricher: Also, your job is to find and define words which are unfamiliar to you, that you think others may not know, or that are significant to the story in some way. Write them down with page numbers as you read. Then go back and define them. Discuss these words as a group and determine the meaning in context. Discuss why you chose these words for the group and why they are important. Discuss the connotations connected to the words you chose. Travel Tracer:Where action begins: _______________________________________________________________________(page___)Where key events occur: _________________________________________________________________________________________(page___) ___________________________________________________________________________________________________________________________________________________________________________________________(page___) ___________________________________________________________________________________________________________________________________________________________________________________________(page ___)Where action ends: _________________________________________________________________________(page ___)Provide DRAWINGS, MAPS, DESCRIPTIONS or PICTURES? Vocabulary Enricher:Page # and Paragraph

Word Definition Definition in context (group consensus)

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DISCUSSION DIRECTOR- Literature CirclesName: ____________________________ Book: ___________________________ Date: _____________ Chapter: _____Discussion Director: Summarizes the novel section for the entire class. Guides discussion, gives permission and encouragement during discussion, asks high level questions which he or she has formulated before the discussion. (High level usually begins with “how” or “why”). The best questions are created from your own feelings toward the novel. You must provide your own answers to the questions.Summary of Book Section:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Discussion Questions:

1. ______________________________________________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________________________________________

4. ______________________________________________________________________________________________________________________________________________________________________________________

5. ______________________________________________________________________________________________________________________________________________________________________________________

Sample questions: How did you feel when…?, How was … suprising? How could the author have changed….? What will happen next? What is different in the novel compared to the movie? Why did the director chose to change it?

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CRITIC- Literature CirclesName: ____________________________ Book: ___________________________ Date: _____________ Chapter: _____Critic: Critics find relevant literary criticism regarding the specific novel and the background of the author. You can find this in the library. Share orally points of criticism regarding the section of the novel you are discussing with the group. Share the author’s background only if it is relevant to the section you are discussing.Literary CriticismSOURCE: ______________________________________________________________________________(PAGE_______)Point 1: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SOURCE: ______________________________________________________________________________(PAGE_______)Point 2: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SOURCE: ______________________________________________________________________________(PAGE_______)Point 3:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SOURCE: ______________________________________________________________________________(PAGE_______)Point 4:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Places to look: MHS library reference section: CLC (Contemporary Literary Criticism), Twentieth-Century Literary Criticism, Encyclopedia of Literary Critics and Criticism, Routledge Encyclopedia of Narrative Theory

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RESEARCHER- Literature CirclesName: ____________________________ Book: ___________________________ Date: _____________ Chapter: _____Researcher: Researches some situation in the novel. Researchers bring the information that they find such as articles, etc. The researcher is looking for how things were during the time period described in the novel. They are also looking for connections to modern situations and current historical events. Describe situation in the novel:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(PAGE________)RESEARCHSOURCE: __________________________________________________________________________________________Describe real life situation:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe any differences or similarities between what the author wrote and what really happened or is currently happening.___________________________________________________________________________________________________________________________________________________________________________________________

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OPTIONAL ASSIGNMENT:

Illustrator: Your job is to draw some kind of a picture related to what you read in your section. It can be a sketch, cartoon, diagram, or stick figure scene. It can be about something that you read, something that the reading reminded you about, or an element of the story (plot, character, setting).

Presentation Plan: When the Discussion Director invites you to participate, you may show your picture without commenting on it, and let the others in your group individually guess what your picture means. After everyone has had a turn to guess, it is your turn to tell them what your picture means, where it came from, or what it represents to you. You may make your picture on this sheet, or on a separate page.

Literature Circle: The Great GatsbyName _________________________________________ Due Date ____________________ PD _______

I am reading pages ________ to _______. (SUMMARIZER) What happens in my section?

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(DISCUSSION DIRECTOR) Discussion questions about my section (Start with the words “how” or “why”.)

1. ____________________________________________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________________________________________

Where and when does my section take place? Describe the setting?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(VOCABULARY) What is one word I didn’t know and what does it mean accroding to the dictionary and in context? What are the roots, prefixes, and suffixes that are contained in the word? What do they each mean? What language does the root word come from? What are some other words that use the same roots, prefixes, and suffixes in the same way that this word does?(Page ___)

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(LUMINARY) What is an important quote from my section?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Page ___)

Why is it important?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(CONNECTOR) How does my section connect to something I know? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(RESEARCHER) What situation or historical occurance did I research and how does it connect to the book?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (Source_______________________________)

(CRITIC) Pick one literary perspective (criticism). Discuss how the novel looks from that perspective.Whose perspective?:___________________________ How does the story appear from this perspective? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Literature Circle: The Scarlet LetterName _________________________________________ Due Date ____________________ PD _______

I am reading pages ________ to _______. (SUMMARIZER) What happens in my section?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(DISCUSSION DIRECTOR) Discussion questions about my section (Start with the words “how” or “why”.)

1. ____________________________________________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________________________________________

Where and when does my section take place? Describe the setting?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(VOCABULARY) What is one word I didn’t know and what does it mean accroding to the dictionary and in context? What are the roots, prefixes, and suffixes that are contained in the word? What do they each mean? What language does the root word come from? What are some other words that use the same roots, prefixes, and suffixes in the same way that this word does?(Page ___)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________

(LUMINARY) What is an important quote from my section?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Page ___)

Why is it important?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(CONNECTOR) How does my section connect to something I know? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(RESEARCHER) What situation or historical occurance did I research and how does it connect to the book?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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________________________________________________________________________________________________ (Source_______________________________)

(CRITIC) Pick one literary perspective (criticism). Discuss how the novel looks from that perspective.Whose perspective?:___________________________ How does the story appear from this perspective? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Assignment Sheet 1st 6 Weeks

Minor Grades (40% of high school transcript):o Due 8/27: Summer reading assignment- Dialectical Journal, Narrative of the Life of

Frederick Douglass o Due 9/3: Einstein’s Letter Analysis and revision process evidence

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o Due 9/5: Cartoon Analysis and revision process evidenceo Due 9/9: Development of Writing paper and revision process evidenceo Due 9/12: Fallacy Practiceo Due 10/2: Questions and Answers from Text book (55-6)o Due on dates listed in parentheses: Reading and Listening Strategy: Cornell Notes (8/26,

8/29, 9/3, 9/5, 9/9-9/11, 9/13, 9/16-17, 9/19-23) o Due 9/24 and 9/27-10/4: Reading Strategy and Technique: Graphic Organizer,

Annotation, Dialectical Journal

Major Grades (60% of high school transcript):o Due 9/12: Fallacy Identification Exam o Due 9/19: Princess Diana Journalism Analysis and revision process evidenceo Due 9/26: Produce your own ad to sell a book

DUAL CREDIT ASSIGNMENT (20% of Midland College transcript): DUE 9/19: Princess Diana Journalism Analysis and revision process

evidence

Please note: Your MHS transcript average will count as 10% of your Midland College transcript grade.

Assignment Sheet 2nd

6 WeeksMinor Grades (40% of high school transcript):

o Due 10/11: Audience Analysis, Columnist, and revision process evidenceo Due 10/14: Play Decide Reflection

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o Due on days listed in parentheses: Socratic Seminars (10/5, 10/17, 10/21, 10/23, 10/25, 10/29, 10/31)

o Due on days listed in parentheses: Questions and Answers from Text book (10/5, 10/17, 10/21, 10/23, 10/25, 10/29, 10/31, 11/5),

o Due on days listed in parentheses: Reading Strategy and Technique:Cornell Notes, Graphic Organizer, Annotation, Dialectical Journal (10/5, 10/17, 10/21, 10/23, 10/25, 10/29, 10/31, 11/1-5), TPCASTT or Helen Vendler Poetry Analysis (10/30)

Major Grades (60% of high school transcript):o Due 10/4: Kennedy Rhetorical Analysis and revision process evidenceo Due 10/15: Literary Autobiography and revision process evidence

DUAL CREDIT ASSIGNMENTS (40% of Midland College Transcript): Due 10/4: Kennedy Rhetorical Analysis (20%) and revision process

evidence Due 10/15: Literary Autobiography (20%) and revision process

evidence

Please note: Your MHS transcript average will count as 10% of your Midland College transcript average.

Assignment Sheet 3rd


o Due 12/3-5: Literature Circle Assignmentso Due 12/6: Great Gatsby Cartoono Due 12/10: Draw your own cartoon strip

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o Due on dates listed in parentheses: Questions and Answers from Text book (11/13, 11/18, 12/9)

o Due on dates listed in parentheses: Reading and listening Strategy and Technique: Cornell Notes, Graphic Organizer, Annotation, Dialectical Journal (11/13)

Major Grades (60% of high school transcript):o Due 11/18: Education Issue Paper, sources from book (in class, p.163-4) and revision

process evidenceo Due 12/2: Education Issue Paper, find your own sources (at home, p. 173-5) and revision

process evidence

Semester Final (25% of high school transcript):o Due 12/10-12: Essay o Due 12/16-12/20: Short Answer Portiono Due 12/16-12/20: Multiple Choice Portion

DUAL CREDIT ASSIGNMENTS (40% of college transcript): Due 12/2: Education Issue Paper, find your own sources (at home, p.

173-5) (30%) Minor grade average over the entire semester (10%)

Assignment Sheet 4th


o Due 1/10: Timed Writingo Due 1/15: Timed Writing and 26 Line Condensedo Due 1/17: Timed Writing

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o Due 1/23: Timed Writing and 26 Line Condensedo Due 2/5: Timed Writingo Due on dates listed in parentheses: Socratic Seminars (1/9, 1/28, 1/30, 2/3)o Due on dates listed in parentheses: Questions and Answers from Text book (1/7, 1/8,

1/16, 1/27, 1/29, 1/31, 2/4, 2/6-7)o Due on dates listed in parentheses: Reading and listening Strategy and Technique:

Cornell Notes, Graphic Organizer, Annotation, Dialectical Journal (1/7, 1/8, 1/16, 1/27, 1/29, 1/31, 2/4, 2/6-7)

Major Grades (60% of high school transcript):o Due 1/15: Thesis, Research Log, MLA Formatted Works Citedo Due 2/7: Outline

DUAL CREDIT ASSIGNMENT: Research Process will be part of Research Paper grade.Please note: Your MHS average will count as 10% of your Midland College transcript average.



o Due 2/18-2/21: Scarlet Letter Literature Circle Assignments and Discussiono Due 3/3-3/6: Scarlet Letter Character Trial o Due 3/21: Timed Writing

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o Due 3/25: Timed Writing and 26 line condensed revisiono Due 4/1: Blood in the Gutter Analysis, LOTRo Due on dates listed in parentheses: Socratic Seminars (3/18, 3/20, 3/28)o Due on dates listed in parentheses: Questions and Answers from Text book ()o Due on dates listed in parentheses: Reading and listening Strategy and Technique:

Cornell Notes, Graphic Organizer, Annotation, Dialectical Journal (3/17, 3/19, 3/25-27, 3/31)

Major Grades (60% of high school transcript):o Due 2/14: Community - Expanded Argument Papero Due 2/24: First Draft of Research Papero Due 3/7: Research Paper with all drafts, outline, peer editing session notes, research log,

thesis statement revisions etc.

DUAL CREDIT ASSIGNMENT (55% of college transcript): Due 2/14: Community - Expanded Argument Paper (20%) Due 3/7: Research Paper including all process documents (35%)

Please note: Your MHS average will count as 10% of your Midland College transcript average.



o Due 4/7: Comic Stripo Due 4/11: Timed Writing o Due 4/25: Rhetorical Analysis of Grammar

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o Due on dates listed in parentheses: Socratic Seminar (4/10)o Due on dates listed in parentheses: Questions and Answers from Text book (4/8-9, 4/14,

4/15-4/25)o Due on dates listed in parentheses: Reading and listening Strategy and Technique:

Cornell Notes, Graphic Organizer, Annotation, Dialectical Journal (4/8-9, 4/14)

Major Grades (60% of high school transcript):o Due 5/6: Pop Culture Essayo Due 5/12: Clash of the Titans Comparison and revision process evidence

Semester Final (25% of high school transcript):o Due 5/20-5/22: Essay o Due 5/27-9: Short Answer Portiono Due 5/27-9: Multiple Choice Portion

DUAL CREDIT ASSIGNMENT (45% of college transcript): Due 5/6: Pop Culture Essay (20%) Due 5/12: Clash of the Titans Comparison and revision process

evidence (15%) MHS average (10%)

ENGLISH 1301 and 1302 Syllabus Addendum 1Assignment Sheet 2nd 6 Weeks

Add: Poem, Your scariest educational experience... Due 10/31.RUBRIC Mastery Sufficient Minimal InsufficientPoetry It is a poem. It is a poem. It is a poem. It is not a

poem.Revising/Editing Engages in the

process of writing fully and with enthusiasm to improve writing skills

Engages in the process of writing and seeks to improve writing, but only seeks

Engages in the process of writing haphazardly and does not seek to improve writing,

Does not engage, does not seek help, or insists that help is not needed for whatever

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to do the bare minimum requirements

only seeks to do the bare minimum

reason, does not keep others from engaging

Voice Authentic Somewhat unique, but lacking truth

One or two words may be unique, but overall vague

Not unique, anyone could have written the story

Word Choice Varied and interesting

A few interesting choices, but lacking variety

Variety is present, but not unique.

Uninteresting and repetitive

Depth Deep thinking Somewhat thoughtful

Original but Superficial

Lacks depth and originality

Insight Valuable insight, something new and original

Insightful, clever but thought has been thought before or is obvious conclusion

Somewhat insightful, general statement of convenient truth,

Lacks insight, regurgitation of text

Elements: Meter, Rhyme, Structure, Figurative Language.

Uses elements of poetry to effectively convey authentic emotion. Structure supports selected emotion. Audience is targeted and clearly reached. Purpose is achieved.

Uses elements of poetry to convey emotion. Structure is evident, but not necessarily appropriate for selected emotion. Audience is targeted. Purpose is evident.

Uses elements of poetry but has trouble conveying emotion. Structure is flawed or inappropriate for emotion. Emotion is weak or non-descript. Little consideration of audience or purpose.

Fails to use elements of poetry. Structure is not chosen appropriately or has no poetic structure. No emotioin exhibited towards subject. No consideration of audience or purpose.

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General Reading Rubric

Mastery Progressing

Improvement Needed

Below Standard

Unacceptable

Reading/Listening Strategy: Cornell Notes, Annotation Graphic organizer, Dialectical Journal

Strategy is well utilized to increase retention and learning, synthesis of information is evident in student comments and writing, and includes all important information from the selection.

Strategy is utilized though not thoroughly, summarizing text from the book without synthesizing and putting own ideas on paper. Includes most of the important points.

Strategy is only partly utilized, missing some main points or merely copying from the text book.

Strategy is not evident, jumbled notes with no organization or not in correct format of strategy required, missing most of the main points

Incomplete or missing work, only a few points listed in random format.

Literary Circles

Student engages in discussion with valid points. Student has read and analyzed assigned work including a reading strategy. Student has answered the required questions for his or her role in the discussion and has supported his or her answers with text evidence. Student is prepared for the discussion on the date assigned.

Student engages in discussion. Student has read and analyzed his or her selection, but has some misleading information or has misread his or her selection. Student has answered the required questions, but has some of the answers wrong or unsupported. Student is prepared for discussion on the assigned date, but only because they are writing frantically at the beginning of class in order to finish his or her work.

Student only says a few things during discussion and they are not significant. Student has read his or her selection, but has failed to analyze it. Student has answered a few of the questions required, but work is unfinished. Student is only partially prepared for discussion on the assigned date. Student is writing on his or her own work during discussioin instead of participating in it.

Student says only one thing during discussion or discussion topics are not related to the work. Student has not read his or her selection or has chosen to read and present what information can be found on websites, and therefore is unoriginal in thought, though credit is given to whichever site they are quoting or summarizing. Questions are incomplete or answered with website information. Student is only partially prepared for discussion on the due date. Student is not paying attention to what is being said in discussion because he or she is distracted by outside influences (cell phone, texting, gaming, etc.). Student is respectfully quiet.

No participation, not prepared at all, did not read anything (book or websites) missing work (not prepared), refusal to pay attention (excessive use of cell phone, etc.), discipline issues during discussion that require referral to assistant principal's office will result in a zero for that discussion as you are decidedly out of the room due to your poor choices and cannot participate.

Questions and Answers in Text Book

Answered thoroughly and completely including the longer short answer style questions. Answers are complete sentences with proper punctuation and grammar. Participates energetically in socratic seminars over material.

Answers are complete, though lack in depth. The short answer style questions are lacking depth, but are sufficient. Answers are complete sentences, but have grammar or punctuation issues. Participates in

Answers are complete, though lack depth and understanding is flawed. Short answer is lacking sufficient evidence to be considered supported. Answers are not complete sentences, have poor grammar, or punctuation issues.

Answers are incomplete, lack depth, understanding is flawed, short answer has no proof for support, answers are short phrases or single words, short answer style is insufficient in length, depth, and proof. Poor

Missing work, or only a few answers completed, single word answers, short answer is only a sentence or two, poor grammar and punctuation. Refuses to participate in socratic seminar or talks about something

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socratic seminars. Reluctantly participates in socratic seminars.

grammar or punctuation. Only says a few things during socratic seminars.

unrelated to material during them. Distracted by cell phone or other outside force during socratic seminar.

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Please click on the following Xcell table to see the entire page. It may be easier to cut and paste into Xcell in order to see the whole table. Thanks. S. Wagner

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ENGLISH 1301 and 1302 Syllabus Addendum 2Midland College Contact Information:Dr. Diane Allen, English Program [email protected]

Dr. William Feeler, Dean of Fine Arts and Communication [email protected]

***Your MHS grade will not be the same as your Midland College grade. They are based on different criteria and assignments. Your assignment sheets

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indicate which grades will count for your Midland College transcript.***Your choice to accept the syllabus and to perform according to its requirements is indicated by your continued enrollment in this course and by submitting assignments for grading. Ignorance of syllabus contents does not excuse you from consequences contained herein.

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Using the Cornell Note-Taking SystemAuthor/Creation: Paige Ruschhaupt, June 2010.Summary: Describes the Cornell note-taking system.Learning Objectives: To name the advantages of the Cornell note-taking system. To describe thesections of the Cornell note page. To describe how a student would use a Cornell-style note pageduring a lecture.As you attend your first few college classes, you may be intimidated by the kind and nature of the notesthat you need to take, and note taking may even be difficult for you because it is generally not taught inhigh school. When it comes to note taking, there are many different kinds of “systems” or options, andeach system has its benefits and drawbacks. One of the more effective and efficient options is theCornell note‐taking system. This system allows you to keep your notes organized, summarize the mainpoints of a lecture quickly, and review for tests more efficiently. This handout discusses when to useCornell notes, what the advantages are to using the Cornell system, and how to structure and useCornell notes.When to Use the Cornell Note-Taking MethodIn the 1950s, a professor of education at Cornell University, Walter Pauk, wanted to find a moreeffective way for his students to take notes. He developed the Cornell note taking method as a solution.‐The great thing about his system is that you can use it forany class or subject.Cornell notes are arranged in a way that allows you toorganize your notes, so you’ll find important informationmore easily. You can use them during a lecture, and whileyou read the assigned chapters in your textbooks, youcan write down the main points (like vocabulary wordsand important dates) using Cornell notes.Advantages of Cornell Note TakingThere are many advantages of using the Cornell note taking system because it is set up so you see the‐main points of the lecture—vocabulary words, important dates and people, theories, steps to mathproblems, processes, etc. The following are advantages to using the Cornell note taking method:‐♦ Keeps your notes organized, so you can revise and review them later.♦ Allows you to find important information easier.♦ Focuses on important concepts like vocabulary words, dates and people, theories, processes,etc.♦ Provides an efficient method of taking notes during any kind of lecture.♦ Allows for an easier way to study that can lead to higher grades in college.♦ Allows you to review for tests in an organized way.How to Structure and Use Cornell NotesThere is a specific way that the Cornell note page should look. You can either download sheets fromwww.englishcompanion.com or make your own sheets with notebook paper.If you are converting a sheet of notebook paper into the Cornell note page, then you’ll need to draw afew sections:1. First, measure a 2 ½ inch margin on the left side of the page and draw a vertical line from thetop of the page to about the fourth line from the bottom. You might want to go over the lineswith a black marker just so the lines are more visible.2. Then draw a horizontal line across the page on the fourth line from the bottom. Here is a small

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version of what the note page should look like, but you can download it from the internet to seethe real size of the document.Now that you have the structure of the note page, let’s discuss the purpose of each section.The right side of the page is called the note taking column, which (as you can tell from the name of thecolumn) is for taking notes. The left margin is called the cue column or connections column which willcontain information that signals what the information in the note taking column is. And the bottom‐section is where the summary of the notes goes.

Instructions on How to Use the Cornell Note-Taking MethodNow that you’ve created a Cornell notes page (or downloaded one), let’s talk about how you might usethe pages you’ve created during the lecture (or when you’re reading the assigned chapters), after thelecture, and when reviewing for a test.

During the LectureDuring the lecture (or when you’re reading chapters that you’ve been assigned), you’ll want to followthese directions:1) Start by labeling the top of the page with your name, date, topic, and class or subject. If you arewriting notes for a chapter, you can write the chapter number and its title as the topic. In a lecture,the topic could be the main point of the lecture. (Check your syllabus—often the main topic isthere.)Note taking column‐Summary sectionCue column2) Take notes in the note taking column during any lecture or while reading your textbook. There are‐several ways you can take these notes, but you should always pick out the important information.For example, you may want to record information like vocabulary words, dates, concepts, theories,and important people and their significance. When it comes to math classes, the steps to solving aproblem would be the kind of information you would want to include.

After the LectureImmediately after the lecture or after you’ve finished reading the chapter, follow these steps.3) After class has ended or you have finished reading the chapter (make sure that it is as soon as youhave time after class), re read your notes and revise them as needed. For example, if something‐does not make sense to you, then revise it so it does, look up words you don’t know, or reviewconcepts. Remember these are your notes, so you have to able to get the information you need outof them.4) In the cue column, write cues in order to make your notes easier to read. So what is a “cue”? A“cue” can be many things, but they commonly fall into one of these categories:a) Questions: Questions help you memorize the main points of the lecture and study for the testlater. You can also use questions to remind yourself to research an issue further or to remindyourself to ask a question in the next class session.b) Categories: If there is information that is grouped together in the notes, you might want to putwhat the category is in this column. For example, if you are discussing the different parts ofspeech, you could label them in the cue column.c) Vocabulary: Any vocabulary word could be written in this column so it will be easier to findwhen you are studying.d) Notifications: If something specific is going to be on the test, then you could use this space to

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identify the location of those things in the notes.5) Once you have finished the cue column, write a short summary of the lecture or the chapter at thebottom of the page. If you don’t think a summary would help you, you could include the five mainpoints of the notes or any questions that you still do not know the answer to. These questions couldthen be asked at the next lecture. You should start writing your summary as soon as you have thetime. You have two options of when you can write the summary: you can write the summaryimmediately after the lecture when it is fresh on your mind, or you could wait a few hours to giveyourself time for the lecture to sink in a little more.

When Reviewing for the TestFinally, when it’s time to take your test, complete the following step:6) Then when you are ready to study for the test, cover the note taking section with a blank sheet of‐paper. By looking at the cues in the left column, you should be able to answer the questions, namethe information in the categories, define the vocabulary words, and recite the specific informationyour professor said was going to be on the test.See the final page of this handout for the way one student organized his notes about the beginning ofWorld War II.

Tip: Start studying early. Just because a test is a month away does not mean you shouldn’t worry aboutit until the day before. If you take 30 minutes a day (or more) to review your notes, you will be moreprepared for the test.

Tips to Writing Notes and StudyingThe Cornell note taking method might be one of the most effective methods, but you still have to know‐how to write notes and how to study. The following list includes some tips that might help you takenotes and study in order to be successful in college:♦ Use an outline form for your notes because it is easier to see how items correlate with eachother and to see the main points of the notes.♦ Use a recorder to record the lecture, but only if your professor allows you to (always ask forpermission first). This way you can record and take notes, but then go back and listen to thelecture to get the points that you might have missed. Do not rely solely on your recording. Youshould take notes during class even if you’re allowed to record the lecture.♦ Write down any kind of charts or figures that the instructor draws or displays. Visual learnerstend to remember information better if there are charts involved.♦ Highlight any keywords or phrases, important people, specific steps, etc. in your notes so theywill be easy to spot when you are studying.♦ Use symbols and abbreviations in your notes that make sense to you.♦ Use telegraphic sentences, which is a straightforward sentence that excludes unnecessarywords. (Ex. Germ. invade Pol. 9/39.)When it comes to note taking, the Cornell note taking system is not the only option, but it is an effective‐and efficient way to take notes. And, the Cornell note taking method is a good way to structure your‐notes so you see the main concepts easier. This method plays a huge role in making studying for testssuccessful. The more organized your notes are, the easier it will be for you to study for tests efficientlyand effectively.Other Academic Center resources you may find useful include the following:• Improving Concentration When Studying

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• Overcoming Test AnxietyEXAMPLES FOLLOW:

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Name: John Smith Class: US HistoryDate: September 2, 2013 Topic: WWII

Germany invaded Poland in 9/1939.Said Germany needed lebenraum “living space” (territory) ♦ Germany♦ Japan♦ Italy♦ Soviet Union (allied w/Germany from 1939 6/22/41‐Japan wanted to take over east Asia. Italy wanted to takeover the Mediterranean and the Balkans by takingadvantage of Germany’s success.♦ U.S.♦ Soviet Union (after 9/41 and Lend Lease agreement)‐♦ Great BritainLend-Lease: Allowed the U.S. to sell, transfer, exchange, lend equipment to the Allies.Final Solution plan to execute all Jews in Europe.‐Extend German territory.♦ Labor open when hard labor was needed‐♦ Extermination eliminates “undesirables”‐♦ Concentration work to death (starvation/disease)‐♦ Transit and Collection German efficiency routing‐ ‐Other prisoners: Homosexuals, Gypsies, Communists, and Jehovah’s witnessesU.S. enters war: U.S. enters war 12/41Entered because of the attack on Pearl Harbor by Japan.US Gave machinery, weapons, and ammunition to Britain and France before US entered the war.

Summary: WWII began 9/1939 when Hitler invaded Poland. Germany, Italy, and Japan = axis of power; the U.S., Gr. Britain, and the Soviet Union = grand alliance after 1941. Hitler’s main goal was to get more territory/security and execute the Jews (the Final Solution). America entered war in 1941 when Japan attacked Pearl Harbor.

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QUESTIONS FOR STUDY

What triggered WWII?Why?Axis of PowerWhy did Japan and Italy support Germany?Grand AllianceWhat was Lend-Lease?What was Hitler’s plan?Different kinds of prison campsWhat types of prisoners were there?When does U.S. enter the war? Why?How did US suppport combatants before entering the war?

NAME: John Smith COURSE: History DATE: 10/13/13 TOPIC: WWII

CUES: (Written after class) NOTES : (Written during class) What triggered WWII? Germany invaded Poland in 9/1939.

Why? Said Germany needed lebenraum “living space” (territory)

Axis of Power ♦ Germany♦ Japan♦ Italy♦ Soviet Union (allied w/Germany from 1939 6/22/41‐

Why did Japan and Italy support Germany? Japan wanted to take over east Asia. Italy wanted to take

over the Mediterranean and the Balkans by takingadvantage of Germany’s success.

Grand Alliance ♦ U.S.♦ Soviet Union (after 9/41 and Lend Lease agreement)‐♦ Great Britain

What was Lend-Lease? Lend-Lease: Allowed the U.S. to sell, transfer, exchange, lend equipment to the Allies.

What was Hitler’s plan? Final Solution plan to execute all Jews in Europe.‐Extend German territory.

Different kinds of prison camps ♦ Labor open when hard labor was needed‐

♦ Extermination eliminates “undesirables”‐♦ Concentration work to death (starvation/disease)‐♦ Transit and Collection German efficiency routing‐ ‐

What types of prisonerswere there? Other prisoners: Homosexuals, Gypsies, Communists, and Jehovah’s

witnesses

When does U.S. enter the war? Why? U.S. enters war 12/41

Entered because of the attack on Pearl Harbor by Japan.US Gave machinery, weapons, and ammunition to Britain and France before US entered the war.

How did US suppport combatants before entering the war?SUMMARY: (Written after class, at the end of the day)Hitler (Germany) joins with Japan and Italy (Axis) to conquer more territory and to cleanse the world of inferior races. America, Soviet Union and Great Britain (Alliance) join together to defeat Axis. US was supporting WWII before entering the war. Germany was highly efficient at destroying and containing its enemies in camps.

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english 11 advance placement language and composition · web viewthey will learn to summarize,...

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