23100 Cougar Canyon Drive, Moreno Valley, CA 92557

Phone: (951) 571-4760 Fax: (951) 571-4765

Instructor: Mr. Kyle McFadden

Course: ERWC
Room: 104 (A-Wing)
E-mail: kmcfadden@mvusd.net
Website: mrkmcfadden.weebly.com
Class/Student Resources:
Student Dashboard: https://classroom.google.com (add code: 7c29qd)
Remind Text Service (text @dg68a2 to 81010)
o Parents and students are welcomed to add in order to receive important class information and
reminders via text message from me directly. Standard text rates may apply.
Student Google Email (ID#@g.mvusd.net)
o This is how I will contact you exclusively. Any correspondence outside of class will be via your
g.mvusd.net account. Please check it often.
Dear Student,
Hello! My name is Mr. McFadden, and I am very pleased to welcome you to this English course. I hope you will find
this year an enjoyable and successful one. During the next few months, well be focusing on a variety of written genres as
well as writing skills and styles. This course encourages students to be independent, critical thinkers, careful readers,
proficient writers, and insightful contributors to class discussions. As such, I wanted to explain the course requirements
and projected goals for the upcoming year. Aligned with The Common Core State Standards, this course emphasizes the
following:
Critical, close reading of literature

In-depth discussion of literature with active listening and participation

Exploring the English language in various forms of writings styles

Preparation for the next level: High School, College, Career Field

Mr. McFaddens Mission Statement:

My mission is to help all students relate the English language to several aspects of life both inside and outside of the
classroom and to create a comforting learning environment that excites and motivates students to learn everyday.

Things to Consider:
Attitude, self-motivation and daily diligence are keys to success. There will be many opportunities for students to
be their own best teachers.
In this course students should expect to learn about and take part in different aspects of the English language such
as: narratives, speeches, journalism, and connecting English to the world outside of school.
About Expository Reading & WritingThis course is designed to prepare you for the writing experiences you will
encounter beyond the high school level and at the college level as well. Some topics we will discuss during the year will

be familiar, while others may be slightly different or completely new. You may find this type of writing different from past
writing experiences in that you are asked to take the ideas presented in a text and present your own ideas or thoughts
about the subjects in a verbal and written form. Any text we use in class is a starting point for your own analysis, not the
end. Your writing, therefore, is based on your critical thinking and personal analysis about a text, so it might be a bit
differentand a bit more freeing. The course is also an opportunity to go over the parts of the writing process that may
have seemed a bit difficult for students up to this point as a writer. Therefore, the primary goal for this course is to help
you further develop or fine tune the reading, writing, and critical thinking skills that are necessary for you to be
successful in your college writing as well as in all your written communications.
The course themes give you an opportunity to consider and articulate your personal philosophy on real world issues as
well as what you feel your place in the world might be. Also, you will be asked to consider how others have negotiated
their own places in the world. As far as a direction or theme for the course, I have chosen to look at introspection and selfawareness. Instead of staying at a superficial level on certain concepts, you will be asked to acknowledge or consider the
deeper life lessons that you are experiencing which can define true character and help you to gain perspective and voice.
Course OBJECTIVEThe goal of the Expository Reading and Writing Course is to prepare college-bound seniors for
the literacy demands of higher education. Through a sequence of twelve rigorous instructional modules, students in this
yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and argumentative reading and
writing. The cornerstone of the coursethe assignment templatepresents a process for helping students read,
comprehend, and respond to nonfiction and literary texts. Modules also provide instruction in research methods and
documentation conventions. Students will be expected to increase their awareness of the rhetorical strategies employed by
authors and to apply those strategies in their own writing. They will read closely to examine the relationship between an
authors argument or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical
strategies; and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the
course, students will be expected to use this process independently when reading unfamiliar texts and writing in response
to them. Course texts include contemporary essays, newspaper and magazine articles, editorials, reports, biographies,
memos, assorted public documents, and other nonfiction texts. The course materials also include modules on two full
length works (one novel and one work of nonfiction). Written assessments and holistic scoring guides conclude each
unit.SE CONTENT

Expectations
1. BE ON TIME- Be in your seat before the bell
rings.
2. BE PREPARED- Have all required materials
ready when the bell rings.
3. BE RESPECTFUL- Of yourself, peers,
teachers, and all school staff.
4. BE RESPONSIBLE- Stay on task, dont
disrupt class, follow directions the first time,
ask questions, follow school rules & policies.
5. FOLLOW ALL SCHOOL RULES &
POLICIES- see parent/student handbook
(Please reread the cell phone and electronic
devices guidelines. They will be strictly
enforced.)

Sequential Consequences & Results

(if expectations are violated in any way)
(1) Warning (infraction notice) and Parent
Contact**
(2) 30-minute detention (behavior action plan) and
Parent Contact w/ Conference
(3) Referral to Administrator (Conference w/
student, parent, teacher, and administrator)
(4) Class suspension (per district disciplinary
policies)
**Severe disruption will result in an immediate
administrative referral.

Grading Policy
The students grade will be determined using the following grading scale:
100% - 97%=A+ 96% - 90%=A/A- 89% - 87%=B+ 86% - 80%=B/B- 79% - 77%=C+ 76% - 70%=C/C69% - 67%=D+ 66% - 60%=D/D- 59% - 0=F
All assignments/notes, writing projects, tests/quizzes, and homework will be graded using the total points system. It will
be determined by points offered and points earned.

*Extra Credit is rarely offered. Please DO NOT rely on possible extra credit to pass this class. If extra credit is
offered, you are only eligible to do the extra credit if you have NO missing assignments.
**Bonus Points are given quite frequently, and they can be earned to supplement bad test scores ONLY. I will keep
track of all bonus points and apply them where the student most needs them.
Attendance/Late Work/Make Up Work
Attendance: Students must be present in class to learn. If a student is absent, they must bring a re-admit to class
to be signed by the teacher.
Tardies: Students must be on time for class each day. Students who are not present and in their seats when the
bell rings will be marked tardy. Students who are tardy 5 times will receive a referral to administration for further
disciplinary action.
Participation Points: Every student has a chance to earn 4 participation points per day (20 points total per week).
You may earn more by participating in discussions, group work, and reading aloud. You may also lose
participation points due to behavior, excessive restroom passes, etc. These points are added to your overall grade.
Late Work: I will accept late class work; however, it will receive a 10% reduction per day that it is late. After 5
days, the highest grade that the work will be given is 50% of the original point total. You must complete and
submit a late work form with any late work being submitted. Any assignment more than 6 days late will not be
accepted.
(Example: A 100-point paper is 3 days late. The highest grade a student can receive is 70 points.)
Make Up Work: An excused absence means you have the right to make up work. I will accept make up work
only when a student has an excused absence with a re-admit slip. You must complete and submit a make up work
form with any make up work being turned in.
o You have two days to make-up tests, classwork, etc. for each day of an excused absence. It will be the
student's responsibility to make arrangements with the teacher for the make-up work and/or tests
and quizzes. Once arrangements have been made, the student will be expected to complete all work by
the specified deadline.
o A student who is absent the day of a previously announced test will take the test on the day he/she
returns to class.
o Assignments made prior to an absence will be given no additional time, but are due on the day a
student returns to class.
o Long-term projects will be due on the original due date when advance notice of the due date has
been given.
Homework
Homework is additional practice and assessment of the concepts taught and worked on in class. Expect homework to be
given every week. I expect homework to be completed neatly and turned in on time. All homework needs to be typed,
double-spaced, and in MLA format. No late homework assignments will be accepted, unless you have an excused
absence.
Class Materials
Textbook- ERWC Printables & Readings (Most of the materials will be available on Google Classroom)
Class Materials- Students will need the following supplies everyday:
o 2 ink pens (blue or black ink only)
o 2 pencils
o 2 highlighters
o Plenty of 8 x 11 lined paper (college ruled)
o Class 3-ring binder (1 - 2 inches) *REQUIRED
o Dividers (5 tabs)
o Flash drive (optional)
o Post-its (optional)
Special Accommodations:

Any students that require special accommodations in the classroom should meet with me so that together we can create a
plan for the course. Parents/Guardians should also feel free to contact me by phone or e-mail (listed at top of syllabus) to
discuss any necessary accommodations for the student.
Conferences
If at any time you have a concern, a question arises, or you would like to schedule conference time to meet with me,
please contact me by any of the contact methods listed above. Email is the best way to reach me at any time.
Thank you in advance for your support. Again, if you have any questions or concerns please feel free to contact me
by phone or email. Please complete and sign the attached page to acknowledge your receipt of this information.
Mr. Kyle McFadden
English Teacher
ELD/ Health Careers Academy
Canyon Springs High School

Acknowledgement of Parent Letter

Canyon Springs High School
Moreno Valley Unified School District
I acknowledge receipt and understanding of the parent/student syllabus letter from Mr. McFadden for the 20162017 academic school year.
______________________________
PARENT NAME (please print)

_______________________________
PARENT SIGNATURE

_______________________________
STUDENT NAME (please print)

________________________________
STUDENT SIGNATURE
Parent Contact Information

Home Phone
Cell Phone
Work Phone
E-mail
Other
Comments (please include any special requests or anything I should be aware of):

Parent Contact Log

(for teacher use)
Date

Reason for Contact

Outcome