http://www.lexrich5.org/ChapinHS.

cfm Course: AP English Literature & Composition Length of Course: year Instructor: Amy Carter
E-mail: acarter@lexrich5.org Web site: http://www.lexrich5.org/webpages/acarter/ Twitter: @gocarterclass

CHAPIN HIGH SCHOOL

Number of Credits: 1

Type: Advanced Placement

South Carolina Uniform Grading Scale A= 93-100 B= 85-92 C= 84-77 D= 70-76 F= Below 70

Voice Mail: 803.575.5400 ex.5513

Fee: $8.50

A course in reading and writing whose goal is to empower students must begin with silence, a silence students must fill. It cannot begin by telling students what to say.
(David Bartholomae and Anthony Petrosky)

I.

Course Description: The Advanced Placement (AP) Program is an intense program of college-level curricula and examinations sponsored by the College Board that provide high school honors students with an opportunity to earn advanced placement, college credit, or both at nearly 3,000 universities and colleges across the country. This course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a works structure, style, and themes, as well as such smallerscale elements as the use of figurative langauge, imagery, symbolism, and tone. Through frequent reading, conferencing, writing, and revision/revisiting of your writing, you will view and improve your ability to effectively use diction, syntax, coherent and logical organization, and to use both specific illustrative details and generalizations to prove your thesis. On May 9, 2013 at 8 a.m., all students in this course are required to take a three-hour national exam created by the College Board for English Literature and Composition. A score of 3, 4, or 5 may result in 3-6 hours of college credit. The State Department of Education will pay for this exam for all students. (Note: As of August 2007, all Advanced Placement English syllabi have been audited and authorized by the College Board, the governing body of the AP program. Our standards reflect the standards set by College Board. Refer to http://apcentral.collegeboard.com)

II. Instructional Goals: English 4 AP provides opportunities for students to: a. analyze and interpret how meaning is embodied in literary form b. consider the social and historical values a work reflects and embodies c. develop a tolerance and understanding of different genres of literature and diverse ideas in literary criticism d. develop critical reading skills through close reading of poetry, prose, and drama e. analyze effective traits in style of diverse writers, including elements such as purpose, audience, tone, syntax, irony, figurative language, diction, and point of view f. create a personal writing style through effective use of rhetoric in expository, analytical, documented argumentative, and creative essays, including controlling tone, using logical organization, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure g. develop effective personal research skills h. develop speaking, listening, and presentation skills i. expand vocabulary j. practice and master strategies for taking the SAT, ACT, and AP exams III. Textbooks and supplemental works: a. Primary text: Arp, Thomas R., Greg Johnson, and Laurence Perrine. Perrine's Literature: Structure, Sound, and Sense. Boston, MA: Wadsworth Cengage Learning, 2009. Print. b. Foster, Thomas C. How to Read Literature like a Professor: a Lively and Entertaining Guide to Reading between the Lines. New York: Harper, 2008. Print. c. Additional reading in fiction, drama, and poetry will be chosen in order to meet the needs and interests of the class. Through a parents written request, a student may also have an alternative assignment to substitute for any class reading requirement. Magazine articles and videos relating to the studied literature will be incorporated. d. Additional readings may include, but are not limited to:
i. The Poisonwood Bible by Barbara Kingsolver

ii. iii. iv. v. vi. vii. viii. ix.

Tess of the dUrbervilles by Thomas Hardy The Awakening by Kate Chopin Hamlet by William Shakespeare Waiting for Godot by Samuel Beckett The Sound and the Fury by William Faulkner Heart of Darkness by Joseph Conrad The Things They Carried by Tim OBrien The Importance of Being Earnest by Oscar Wilde

e. Additional Test-Preparation Texts i. 5 Steps to a 5: AP English Literature by Estelle Rankin and Barbara L. Murphy ii. Cliffs AP: English Literature and Composition by Allan Casson f. Websites to Help Students

i. http://d5.edmodo.com/ (This will serve as our online learning platform. Please visit the site for a tutorial. Students will interact with the teacher and each other and submit assignments online.) ii. http://owl.english.purdue.edu/ (online writing lab) iii. http://www.usd.edu/engl/resources_ac.html (links to online writing labs, Thesaurus, dictionaries, research tips, and timed writing tips) iv. http://www.bartleby.com/141/ (Strunk and Whites Elements of Style) v. http://www.liu.edu/cwis/cwp/library/workshop/citation.htm (site for documentation guidelines; includes APA , MLA , and other citation styles; includes guidelines for incorporating documentation into an essay) vi. http://www.ccc.commnet.edu/grammar/ (grammar review for specific areas of language usage; allows for individualized instruction on grammar usage) vii. http://www.wordcounter.com/ (Students can type in a paper. The software will analyze the paper for overused words.) viii. http://www.collegeboard.com/student/testing/ap/about.html (AP Central: information for students and parents about AP courses and testing) ix. http://www.quickanddirtytips.com/ ("Grammar Girl provides short, friendly tips to improve your writing. Covering the grammar rules and word choice guidelines that can confound even the best writers, Grammar Girl makes complex grammar questions simple with memory tricks to help you recall and apply those troublesome grammar rules. Whether English is your first language or second language, Grammar Girls punctuation, style, and business tips will make you a better and more successful writer. Mignon Fogarty is the creator and host of Grammar Girl. Grammar Girl is a Quick and Dirty Tips podcast" [website]).

IV. Fees & Explanation

Fees are charged for most courses in School District 5 of Lexington & Richland Counties to provide classroom experiences that go well beyond the minimum required program of the State of South Carolina. Fees are used for a variety of purchases, some of which are used directly by students (such as novels, journals, classroom supplies) and some are used for equipment to enrich the classroom experience for a particular course. The English Department at Chapin High School is careful to use student fee money for items which will enrich the educational experience for the student.

V. Instructional Organization a. We will begin the year studying the summer reading titles and preparing for the open question of the AP exam. Second quarter we will move into short prose and drama. Third quarter we will focus on poetry and novels. Fourth quarter will be a review of poetry, prose, and drama. b. Though our focus for each nine weeks will be a specific genre, we will still examine a range of other genres that are thematically tied to our current content. Thus, you can expect to cover short stories, poetry, drama, and at least one novel each nine weeks. We will also spend time each nine weeks focusing on test preparation and strategies for both the multiple-choice and essay portions of the AP exam. c. Summer Reading and READ 365: i. Before the first class students are required to read How to Read Literature like a Professor by Thomas C. Foster and The Poisonwood Bible by Barbara Kingsolver. These titles will form the basis of class discussions and writing assignments the first weeks of school. ii. Each nine weeks students will be encouraged (and sometimes required) to select one novel for outside reading from a list provided by the teacher to include in the READ 365 program. The rationale for this requirement is to encourage students to choose reading that they can use for the open question on the AP exam. Each nine weeks, students will use their choice book to complete a timed writing and/or similar assessment. This may be completed as an individual, or it may be part of a group study. d. Each writing assignment for the year is subject to become part of the final writing portfolio that will be due on May 1 by 4 p.m. Details about this assignment will be given out mid-September.

e. An instructional calendar/schedule will be available on my website. Be sure to check it for assignment and due dates. VI. Academic Policies and Procedures a. Grading Policy: Student progress is determined through both formative and summative assessments. Although all assessments will be evaluated, not all formative assessments will figure into the students overall course grades. Graded assignments will fall into two categories, major assignments and minor assignments. A particular assignments category will be determined based on complexity, amount of time required, and overall relevance to the course standards. Formative assignments may include but are not limited to quizzes (vocabulary, reading, skill-based), informal writing assignments, general class work and homework. Summative assignments may include but are not limited to tests, formal writing, research-based products, and culminating products. While students will have fewer major assignments than minor assignments per grading period, the major assignments will comprise a greater percentage of the average. In this class, grades will be determined by a weighted system. Major assignments will be weighted 60% of a students average; minor assignments will be weighted 40% of a students average. b. Writing Expectations: As this is a literature and composition course, students will be expected to use every assignment that involves writing to practice their best composition skills. Composition assignments will include statements, paragraphs, timed writing, and formal essays (personal, expository, and argumentative). The course will include various composition constructions in standard written English, emphasizing sentence variety and word choice. (Note: I highly recommend that you create a wiki or use cloud storage for your writing. What if a college professor assigns a similar essay? You dont want to lose what youve already written.) i. Writing Rubric: All assignments for formal papers will include a specific grading rubric (adapted from AP 9- point scale used to score AP exams), which will be distributed at the beginning of the year. Students will have the opportunity to edit and revise papers after teacher and peer-evaluation and feedback in accordance with these rubrics. ii. Timed Writings: Throughout the year students will be required to respond to selected passages of prose and poetry for close analysis from previous AP prompts. Because students are expected to write three essays in two hours on the AP exam, students will complete these writings in 40 minutes. Essays will be scored both by peers and the instructor based on AP 9-point rubric. iii. Creative Writing: Students creative writing will be evaluated according to project-specific criteria that include a consideration of voice, style, conventions, and effectiveness. iv. Out-Of-Class Writing Requirements: Please remember that all out-of-class writing assignments, unless otherwise specified, must be typed (double-spaced, 12-point Times Roman font, 1-inch margins, MLA format). I will also expect that you turn in any out of class writing assignment to www.turnitin.com . Usually, you will bring a hard copy with you to class as well. v. Turnitin.com: Please register for an account with Turnitin and enroll in my class. 1. If you are in my 2A class, use the class ID: 5380440 and the password: carter2a 2. If you are in my 3A class, use the class ID: 5380475 and the password: carter3a vi. Grammar and Usage: As a senior in an AP English Literature and Composition course, you should have a good command of standard written English. There will be mini lessons throughout the course determined by student need dealing with complex grammar and usage issues, sentence constructions, and diction. Individual writing conferences with the instructor may be required for additional help. Websites listed in section III.f are also resources that students may use for individual grammatical and style issues. c. Assessment: Students will be expected to participate in large group discussions, Socratic seminars, small group work, independent research and study, and presentations. Assignments include timed writing, papers written outside of class, speeches, seminars, class discussions, non-fiction and fiction reading assignments, projects, inclass analysis and reflection, quote analysis, various rhetorical modes of writing, studies of best practices for writing/language usage, and graphic organizers to aid in analysis. Specific activities within these broad categories will include, but are not limited to:
i. Timed Writings and Grading Calibration: Students will be expected to become proficient in analyzing and addressing a variety of prompts within a specified time limit. They will also be expected to analyze their writing as well as the writing of their classmates in a holistic manner based on the AP rubric. ii. Objective Tests and quizzes will be given periodically throughout the year to assess the students knowledge of the literature and how to apply rhetorical analysis strategies we have discussed. iii. Reading Quizzes will be given often to assess students completion of outside reading and understanding of class

iv. v. vi. vii. viii. ix. x.

xi.

notes. These will be based mainly on comprehension-level questions. Thus, students have homework every night and should always anticipate a quiz! Most always, these quizzes will be unannounced. Formal Research Essays will require students to synthesize and evaluate biographical and critical material. Group and Individual Presentations assess not only their knowledge of their subject, but also students presentation and collaborative skills. They will be required throughout the year. Major Works Data Sheets, required for each novel and play, provide valuable review for the AP open-question. They encourage close reading and will serve as the basis of class discussion. Vocabulary Tests focus on words that describe tone and SAT vocabulary. Socratic Seminars will be conducted on a variety of texts. Students should always read expecting to participate in a formal discussion of their observations of the text. Prose and Poetry Responses are informal essays that direct class discussion and encourage continuous practice with close reading. Edmodo: Occasionally, you will hold discussions outside of class using Edmodo (our Learning Management System, LMS) in D5. Chances are good that when you start your college classes next year you will be using an online learning platform like this one. Remember that this is a scholarly extension of our classroom. Be ready, respectful, and responsible. While I welcome wit, make sure that the focus is on learning. 1. To register, go to www.d5.edmodo.com and sign up for a free student account. a. 2A: Click Join next to Groups in the left pane and enter the code 56rmpn b. 3A: Click Join next to Groups in the left pane and enter the code bh0qyy Final Growth Portfolio: Details forthcoming

d. Handouts: I will not run extra copies of handouts, so students are responsible for keeping up with all papers and for having them ready for class. Students who do not have their notes or handouts for class will have to complete all of those notes and activities by hand. Students who lose copies of notes or handouts must make any necessary copies on their own. Refer to my website and/or Edmodo for the most current handouts. e. Homework and Late Work Policy: Because this course is a college level literature and composition course, students will be expected to read and write a great deal. Homework assignments will include both reading and writing. Students can expect homework (either on-going or nightly assignments) daily. As stated, the nature of the assignment will determine whether it is counted as a major or minor assignment, and will be weighted 60% or 40% of a students average, respectively. For major assignments that are turned in late, students will generally be penalized 10% per day late, so please plan ahead to make sure that you turn things in on time. If you must email an assignment, it must be emailed in Microsoft Word or an application I can access on my classroom computer (Be careful about using Vista). In worst case scenarios, you can cut and paste into the email itself. Minor assignments turned in late will receive a 0. As in college classes, late work is not acceptable. f. Deadlines and Due Dates: Please note that an assignment is due at the beginning of class. Because we will deal with both digital and paper work, please listen carefully for the submission guidelines for each assignment. Digital work will still carry due dates, and occasionally, hard copies will still be required. When actual paper copies are due, the assignment must already be printed BEFORE you come to class. Coming into class and asking to print a paper or an assignment is unacceptable, and the assignment will be counted as late until I have a paper copy. You are responsible for having your assignment in class on time, and you will need to use the appropriate class drawer to submit it. I will consistently be providing you with updated long-term calendars, also posted on the teacher web site, which will list tests, major assignments, and topics for the month. Thus, it is your responsibility to keep up with all assignments and to complete your work on time; I will accept no excuses for late work. In addition, an assignment is finished when I determine you have submitted satisfactory work. If a student hands in an assignment I deem unacceptable, I may require several revisions before accepting the assignment. Do it right the first time! i. Incentive For Promptness: As a major incentive, students who have turned in all work on time for the semester will be rewarded extra points (three to five) on the exam. Other liberties may be awarded to these students as well (i.e. extended deadlines). g. Notebook Requirements: Students are expected to keep a well-organized 3-ring binder notebook that contains all handouts and notes. In addition, students are responsible for keeping ALL of their notes and handouts for the year, as they will be needed for both mid-term and final exams. Thus, even though you may clean out your notebook every semester, you should be sure to keep all of that information in a safe place. Your course syllabus and any WRITING should always be in your notebook. DO NOT THROW AWAY ANY WRITING!!! h. Academic Integrity: Cheating and plagiarism will not be tolerated and will result in an automatic 0 on that assignment. Please note that this expectation includes a requirement that students complete all work by themselves unless the assignment is designated as a partner or group project. Studying together is fine, but all written assignments should be completed individually. Please note that in addition to a zero on the assignment, a

student who cheats or plagiarizes will also receive a disciplinary consequence as outlined by the Lexington/Richland District 5 Honor Code. VII. Absences and Make-Up Policies (as stated in the student handbook): Students are encouraged to attend school regularly. If, however, a student must be absent from school for any reason, it is his/her responsibility to make up all work missed. Since it is in the students best interest to make up all missed work as quickly as possible, the following guidelines have been established for make-up work: a. When a student misses one A day (or B day) class meeting, all previously assigned work, due the day of the absence is due no later than the beginning of the next class meeting in which the student is present. All work missed as a result of the A absence, work done in class, and/or assignments to be done outside of class is to be completed by the beginning of the second class meeting from the absence. b. When a student misses two consecutive A day class meetings, all previously assigned work due while the student was absent, and all work missed as a result of the absence is due no later than the beginning of the second class meeting from the absence. c. When a student misses three or more consecutive A day class meetings, he/she must make specific arrangements for make-up work with each teacher the day he/she returns to class. The amount of time given for completion of work will be up to the teachers discretion based on the amount of work missed and level of difficulty of the material. d. Long term projects are due when the teacher says they are due. Staying home on a day that a project is due is not a valid excuse for turning it in late. e. TESTS and QUIZZES: Students who are in class the block before a test or quiz must take that assessment when it is given; thus, if you have been out previously, you are responsible for getting those notes and any other information in a timely fashion to prepare accordingly. Students have five business days to make up tests and quizzes. Finally, please note three other important rules regarding turning in work i. If a student misses a test or quiz for any reason, he/she may take an alternate (possibly all essay) makeup test after school within five calendar days of the absence. ii. If you are going to miss class because of a field trip, your assignment is due to Mrs. Carter before you leave. If it is not handed in before the planned absence, it will count as late (see VI.e). iii. If you are going to miss a test or quiz because of a field trip or other planned absence, you may take the original version of the test during Enrichment time prior to being gone. If you do not take the test prior to your absence, you must take the alternate make-up test. VIII. Study Skills: This college-level course requires extensive reading, writing, research, and oral work. Regular attendance and attentiveness in class are essential for success. A regular review of class notes, timely completion of assignments, and careful attention to reading assignments are also important elements for success. Perhaps the BEST thing students can do to be successful both in class and on the AP exam is to READ works of literary merit and ask two questions: What is the meaning of the work? How does the author convey that meaning? IX. Enrichment a. Enrichment will be held on Thursday afternoons until 3:45 p.m. or by appointment. I would ask that you give me prior notice, so that I can be ready to help you and maximize our time. Enrichment provides time for you to bring questions and concerns to me; it is not a time for me to plan extra lessons for you. X. Classroom Management a. Discipline Philosophy: Students will be intimately involved in the development and maintenance of the classroom community. From rules to responsibilities to issues of respect, students will help me create the best possible learning environment. Basically, discipline for me involves making sure that no student takes away the rights of any others to learn. Your behavior governs mine! b. Respectful Debate: We will be engaging in many debates and discussions on controversial issues throughout the year, and you will most certainly disagree with some comments that are made. Yet, above all, the teacher and students are responsible for maintaining a community of respect in which everyone feels free to express his/her ideas openly and without restraint. When engaged in class discussions, please refrain from calling fellow students by name and personalizing your comments; your disagreement should be with the idea and not the person. Ex. The idea that _____ was brought up earlier c. Integrity: "Honesty is the best policy!" I promise! Character and integrity are extremely important to me, and I expect honesty on all assignments and in all discussions. When I write college recommendations for students, integrity shares a place with work ethic as the most important factors in my comments, even outweighing any

particular grade that you earn. d. Classroom Rules: In addition to those rules enumerated in the Chapin High School Handbook, all students will please obey these "Ten Commandments": 1. Protect and preserve the property of the teacher, school, and fellow students. 2. Always respect and listen to the teacher or other students when they are talking. (This includes working on assignments for other classes while in English!) 3. Always ask first: a) if you would like to borrow any books, magazines, or other materials, b) if you would like to use a computer, or 3) if you need to enter Mrs. Carters desk or podium areas. 4. Be in your seats with the proper materials (notebook/notes, pen/pencil, assignments that are due, and any other materials that I request) when the bell rings. 5. Keep working and remain in your seats until I dismiss you not the bell (This includes not packing up your notebooks and book bags until I indicate that class is over!). 6. Follow the Lexington/Richland District 5 Honor Code: The Academic Honesty Policy is being implemented to ensure that 7. Try to use the restroom only before or after class. It is not acceptable to ask to go to the restroom right before the bell rings and miss the first few minutes of class. Prioritize between bodily functions and your social life. 8. Be responsible for making up work missed due to absences. 9. Be alert, pay attention, and participate in all class activities (This includes staying awake in class at all times and avoiding personal grooming). 10. Always be respectful (This includes NO TALKING while any student is working on a test or timed writing!). e. Disciplinary Options: Classroom sanctions for misbehavior and rule/policy violations may include (but are not limited to): i. a progressive series of consequences (including after-school detention and/or written referrals to the office) for rude/disruptive behavior or other rule violations ii. having to stand for the remainder of class and/or be the subject of a creative awakening game if you are caught sleeping in class iii. leaving your book bag at the front of the room until the bell for any number of days (or weeks) if you pack up early iv. working with the custodians should you deface or damage school or personal property f. Contact with Parents: I always send e-mails and make phone calls home, but you ultimately determine the nature of these conversations. g. Expectations for All Students: Finally and most importantly, I expect the best from each and every one of you! While I will do my best to assist each of you every step of the way, you are ultimately responsible for making the grade; you must earn it! Remember that each letter grade carries a descriptor: A indicates excellent work, B indicates good work, C indicates average work, D indicates fair work, and F indicates poor or unacceptable work. How many times do we submit average level work expecting an excellent label? Each of you can be successful and reap both tangible and intrinsic rewards through diligent work, creative and analytical thought, and a willingness to accept serious academic challenges.
"Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine as children do. It's not just in some of us; it is in everyone. And as we let our own lights shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others."
from Marianne Williamson's A Return to Love - featured in the movie Coach Carter

Thou Shalt...

students submit credible work that is evident of their content mastery. Students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon its originality. They should avoid academic dishonesty and misconduct in all its forms, including plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Creative doodle space: 6

Mrs. Carter

District 5 of Lexington and Richland Counties High School Honor Code

Belief: In order to foster an environment of mutual trust and respect, we believe, within the community of School District 5 of Lexington and Richland Counties, each individual should accept the personal responsibility to exhibit and promote academic and social integrity. Pledge: I will not cheat, plagiarize, steal, misrepresent the truth, and/or treat others in a disrespectful manner. I accept the personal responsibility that all work I submit is my own and I will neither give nor receive unauthorized assistance. Code: We expect all students to: use electronic devices such as calculators, computers, cell phones, and PDA's in a legal and appropriate manner as directed by the school or teacher. work independently and without assistance from others and avoid giving assistance to others unless specific permission is given by the teacher with regard to that particular assignment. prepare properly for a test or graded assignment without accepting information in advance from others who have already completed this work and without disseminating information to someone who has not yet taken a test or worked on a graded assignment. follow teacher directions for the taking of tests or graded assignments without the use of notes or other sources of information unless specifically allowed to do so. be forthright in properly acknowledging the source(s) of all non-original words, phrases, and ideas by using standard rules of documentation or other appropriate stylistic formats approved by a teacher. Definitions: Cheating is defined as giving or receiving unauthorized assistance. Plagiarism is defined as presenting as ones own the words, phrases, and ideas of another, either on purpose or through carelessness. It also relates to borrowing the sequence of ideas, the arrangement of material, and the pattern of thought of someone else without proper acknowledgement. Academic consequences: Teachers may assign a grade of "0" for the assignment. Consequences: Consequences will include, but are not limited to, First Offense Referral to guidance or administration Teacher call to parent Second Offense Loss of exam exemption for the course per district policy Conference with teacher(s), parent/guardian, student, and counselor and/or administrator Third Offense Administrator call to parent Loss of exam exemptions (any and all exams possible to exempt) Fourth Offense Meeting with parent/guardian, student and principal to discuss behavioral consequences Guidelines for students: View a presentation with examples of plagiarism and cheating to be shown at all high schools during the first week of school. Sign the Honor Code signature sheet agreeing to abide by the Belief, Pledge and Code. This may be done on all courses or in one class at the beginning of the year. Write the word PLEDGE followed by a student signature on every major test/assignment turned in for all classes.

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Syllabus Acknowledgement and Information Sheet 2012-2013

Mrs. Amy Carter AP English 4: Literature and Composition PARENT/GUARDIAN INFORMATION
Please fill out this sheet after both the student and the parent(s) have read the syllabus. Your signature below indicates that you and your student have read and understand the syllabus, including the district honor code statement and will abide by the guidelines herein. Please contact me with any questions regarding this information. Remember that you can see updated information about the class (including assignments, deadlines/due dates, and class resources/handouts) on my website: www.lexrich5.org/webpages/acarter . Thank you for sharing your child with me. I look forward to a great year! THANK YOU!
PARENTS: Please print legibly I will use this information to contact you about the progress of your child. Please be careful to write your email address EXACTLY as it should be entered. Be sensitive to capital and lower case letters. Name(s) of Parent(s)/Guardian(s) (Print): _________________________________________________ Parent/Guardian Signature(s): ______________________________________________________ Date: ___________

Best email address(es) to reach you about the progress of your child: Email: Is there anything you would like me to know about your child as his/her teacher?

STUDENT INFORMATION DO NOT MAKE YOUR MOM DO THIS!

Dear Students, Please fill out this sheet after you and your parent(s)/guardian(s) have read the syllabus. Your signature indicates that you have read and understand the syllabus, including the district honor code statement and will abide by the guidelines herein. Please contact me with any questions regarding this information. THANK YOU! Student Name (Print): ______________________________________ Student Signature:______________________________________ Date: ___________ Class Period: _______

Students Email Address - PLEASE WRITE EMAIL ADDRESS EXACTLY AS IT SHOULD BE ENTERED; BE SESITIVE TO CAPITAL/LOWER CASE LETTERS. (* A note about STUDENT email addresses: Soon, if you havent already, you will be sending

emails to college application offices and possibly professors. Think about how you present yourself if your email address is something like chapinditzykid@gmail.com . As you will be emailing me this year also, I highly recommend that you create a professional account using one of the free email services online (preferably Gmail) and that you get in the habit of emailing your teachers using that address. ):

Email:
Student Cell Phone #: ____________________________________________ (I will only use this for academic purposes.) Did you take AP Language and Composition last year? _______ If so, what was your AP exam score? _____ Who was your teacher? __________________________ What was your final course grade? _____

AP English Strength: _______________________________ AP English Weakness:_________________________________

What extracurricular activities do you participate in at school? Outside of school? Do you work outside of school? ___________ If so, how many hours? ____________ What do you plan to do immediately following high school? (Check any that apply to you.) _____ Military Service Branch = __________________________________________________________________ _____ Technical School School & Major = ___________________________________________________________ _____ Work Job = _____________________________________________________________________ _____ Four-Year College School & Major = ___________________________________________________________ _____ Travel Destination = ______________________________________________________________ What do you like to read? (Check all that apply to you.) _____ novels (fiction) (Favorites = _______________________________________________________________) _____ non-fiction (Favorites = _______________________________________________________________) _____ magazines (Favorites = _______________________________________________________________) _____ newspapers (Favorites = _______________________________________________________________) _____ websites (Favorites = _______________________________________________________________) _____ other? __________________________________________________________________ What is your favorite movie? ______________________________________TV show?_______________________________ Please print your schedule with room numbers. If you change classes at the semester, write both on the line provided.
1A = __________________________________________________ 2A = __________________________________________________ 3A = __________________________________________________ 4A = __________________________________________________ 5B = __________________________________________________ 6B = __________________________________________________ 7B = __________________________________________________ 8B = __________________________________________________

As your teacher, is there anything else that I should know about you?

Technology Questionnaire: How many computers do you have in your home? _____ Please read each question and put a check mark in either the yes or no column. Do your have your own computer? Do you have access to a printer? Do you have access to the Internet? Do you have a public library card? Do you know how to email attachments? Do you know how to search the Internet effectively for a topic? I consider myself tech-savvy. Concerning technology, is there anything else I should know? YES NO