English 9: 2015-2016

Instructor: Ms. Gardner

Contact information:
Email: mgardner@petk12.org
Class website: http://wordsmithery.weebly.com
There are those who look at things the way they are, and ask why. I dream of things that never were,
and ask why not? Robert Kennedy

Welcome to English 9. In this course, we will investigate three motifs that recur throughout this years
literature: home, dream, and personal power. Together, these motifs articulate the years essential question:
How does our interpretation of these elements shape not only our individual lives but of society itself?
During the course of the year, we will explore our essential question by reading literature rhetorically,
discussing texts and issues analytically, and writing persuasively for ourselves and, on occasion, for the
larger public. Although much of the literature we read will still be fiction, we will also read many
nonfiction works as well.

Literature:

Thematically related poetry, short stories, and short nonfiction works

John Steinbeck, Of Mice and Men
J. F. Bierlein, Parallel Myths
Homer, the Odyssey, a prose version
William Shakespeare, Romeo and Juliet
Elie Wiesel, Night
Lorraine Hansberry, A Raisin in the Sun
A minimum of two approved outside reading books

Writing:
Essays:
Interpretive
Argumentative and persuasive
Evaluative
Observational
Comparison and contrast
Autobiographical incident and biography
The research paper
Shorter and/or less formal types of writing:
Well-developed argumentative, interpretive, and comparison-and-contrast paragraphs
Blog entries
Impromptu responses
Analysis for group presentations and graphics
Business letters
Journals
Original short stories and poetry
Multimodal compositions using tools such as iMovie, Prezi, SoundCloud, and Google Slides

Skills:

Using the conventions of formal academic writing, including mechanics and grammar
Building strong thesis statements, well-developed paragraphs, and engaging conclusions
Using sentence variety to strategic effect
Identifying credible sources and correctly citing evidence to support your claims
Using rhetorical devices, such as figurative language, persuasively
Annotating a piece of literature to reveal the analytical tracks of your reading
Developing a range of academic digital skills and using them responsibly

Speaking:

One or more formal speeches

Academic discussions and Socratic seminars
Dramatic scenes from literature

Daily Required Materials:

An assignment calendar (paper, digital, or both)

Pens in blue or back ink
College-ruled binder paper and a binder
A highlighter
A whiteboard marker (black only) and eraser (for example, a sock or small fabric square)
Your PCS iPad, fully charged for the day
All reading materials (including GraphoMania, current handouts, assigned books) and completed
homework

Digital Work:
You will create and maintain a digital portfolio of key pieces of your work using three venues: Weebly,
Google Classroom, and Turnitin.
I will show you how to create your Weebly website and give you a class ID and password for Google
Classroom and Turnitin. Please use your PCS Gmail account for all online work. You are responsible for
remembering your password. If you have trouble remembering it, I suggest you keep it on your phone.

Written Work:

In-class handwritten essays and responses must follow MLA guidelines and be written in blue or
black ink, on one side of the paper only.
All other work must be word-processed, uploaded on time to Google Classroom and Turnitin, and
follow MLA guidelines.

Make-up Work and Late Work:

If you are absent, please check my website for homework information. You may also send me an
email requesting your work, or see me the day you return to school. You have as many days to
complete and turn in your work as you were absent.

In general, I do not accept late work. If you are struggling with an assignment, send me an email
or come to tutorial before the day the assignment is due. We will address your problem and come
up with an appropriate solution that supports your academic success.

Professionalism and Academic Honesty:

Practice kindness.
Practice attentiveness.
Raise your hand before speaking.
Do not bring food or drink into class; however, do bring water.
Follow PCSs Reasonable Uses policy for technology. In addition, turn off your iPad and cell
phone before class. Place them in your backpack or purse until we are ready to use them. Use of
digital devices without permission for anything other than our academic work will require you to
turn them in to me and/or to our discipline secretary.
Be in your seat, ready to work, before the bell rings. If you are not, you are considered tardy.
Note: homework, if it is to be considered on time, is due immediately after the bell rings.
Work that indicates cheating or plagiarism will receive a zero.

Grading:
I use the traditional scale to grade your work:
A: 90-100%
B: 80-89%
C: 70-79%
D: 60-69%
F: below 60%
Important tips:
1) Always turn in your work, even if you dont think it is done correctly or to the best of your ability. Zero
out of 50 points is much worse than 30 out of 50 points.
2) Print a second copy of your work to keep as your insurance policy. No, I dont lose papers, but creating a
backup copy is a good habit to create for all of your high school and college classes. Better yet, save your
work to the cloudfor example, use Google Docs or save your work to DropBox.
3) Check your grades regularly on Aeries. I will post grades as I have the work completed. In an English
class, this process will take somewhat longer than in other types of classes. Please be patient.

How to Get Help with Your Work:

Questions: Your best strategy for getting help with your work is to ask questions in class each
time you dont understand something. Your questions help me to understand what I need to
explain in more detail. Check the whiteboard, too, for I will always have the homework noted
there.

Avoid Procrastination: Start your homework the night you are assigned it. That way, if you
realize you dont understand something you can see me the very next daybefore the homework
is due.

Office Hours: Come to office hours for help. Because I teach zero period, my office hours are as
follows: 1) 6:45-7:15 a.m. on A days, and 2) 2:30 to 3:00 p.m. on B days. There are no office
hours at CGHS on Wednesdays, but I encourage you to attend Homework Lab those days.

My Website: Check the homework blog found under the Eng 9 tab on my website:
http://wordsmithery.weebly.com. You might find an answer to your question there. I update it
regularly with homework news, due dates, and tips.

Email: Finally, if you are still struggling, please send me an email with your question or concern.
It is very important to me that you have the help you need to succeed. I check my work email
fairly frequently throughout the day, but rarely after 7:30 or 8:00 p.m. Plan accordingly.

Three Basic Rubrics for Student Work:

Formal Writing:
A This paper has a creative title that addresses the papers theme. The introductory paragraph has an engaging beginning, refers
specifically to the author and literature discussed (or to the subject at hand), and hints at the main idea covered in the
body. The thesis has a strong focus and a lively argumentative edge. The body of the paper uses abundant evidence to
support the writers claims. There is ample and meaningful analysis that develops the significance of this evidence.
The writing is vivid; the sentences are varied. Diction (word choice) is chosen for precision, freshness, intellectual
sophistication, and specific effect. There are no or very few spelling, punctuation, and grammatical errors. The paper
is formatted correctly using MLA style. The conclusion goes beyond summary: it demonstrates complex insight into
the subject and extends it to the writers and audiences world.
B This paper has a specific but less creative title. Its introductory paragraph is focused, and a clear thesis statement is present. The
thesis, however, might be less compelling than that of an A paper. There is a variety of credible evidence to support
the writers claims; this evidence, however, is less engaging or convincing. Although the analysis is logical and
developed, it lacks the sophistication of an A paper. The sentences are varied and the diction is formal and specific.
There might be some spelling, punctuation, and grammar errors. The paper is formatted using MLA style, although
it might have one or two inconsistencies. The conclusion is relevant to the thesis statement but shows less insight
than that of an A paper.
C This paper might or might not have a title. The thesis statement is not focused or is insupportable. Although there is a clear sense of
structure to the paperan introduction, body, and conclusionthe claims in the body paragraphs are not supported by adequate
credible evidence and analysis. Paragraph structure is weak; frequently, a concluding, transitional statement is missing. The writing is
generalized; the ideas are predictable. The sentences lack adequate variety. The diction is simple, clichd, imprecise, or nonstandard.
The paper does not follow all of the conventions of MLA style. The conclusion does not go beyond mere summary
D or F This paper might not have a title. Its structure is weak: there is not a clear introduction, body, and conclusion. There is no
thesis statement, or if there is, it is not relevant to the assignment or cannot be understood or supported. The paper tends to make
generalized statements rather than claims followed by evidence and analysis. The reader must struggle to make sense of the writers
ideas. The papers format does not follow MLA style. There are many errors in mechanics, grammar, or spelling. In some instances,
the paper is well written, but it does not address the prompt.
Less Formal Writing
Plus: This writing shows originality and complexity of thought. It specifically addresses the topic and extends it in imaginative,
intellectually sophisticated ways. It responds to each part of the assignment fully.
Check: This writing is less original and complex. It specifically addresses the topic but is not developed and might repeat what was
discussed in class without further critically and imaginatively reflecting on it. It responds to most, but perhaps not all, parts of the
assignment.
Minus: This writing is incomplete. It does not specifically address the topic or is seriously underdeveloped.
Graphics and Digital Work
All written work for graphics must be word-processed, unless otherwise noted by me. The quality of writing for graphics and digital
workin terms of content, mechanics, and grammarshould be that of a formal essay. The graphic or digital work itself should
demonstrate precision, neatness, complexity, and pleasing use of form, color, and originality.