CHAPIN HIGH SCHOOL

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/ or www.carterclasschs.weebly.com Twitter: @gocarterclass

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: a. An Advanced Placement course in English Literature and Composition engages students in becoming skilled readers of imaginative literature of recognized merit written in a variety of periods, disciplines, and contexts and in becoming skilled writers who can compose a critical analysis of these works. Both their writing and their reading should make students consider a works structure, style, themes, as well as the myriad literary elements that are employed in order to contribute to the effectiveness of the work as a whole. Therefore students will deal daily with close reading and writing because an understanding of the piece as well as the ability to explain the piece is vital to being able to effectively write an evaluative analytical essay. Through frequent reading, conferencing, writing, and revision/revisiting the writing, the students will view and improve their ability to effectively use diction, syntax, coherent and logical organization, and to use both specific illustrative details and generalizations to prove their thesis. b. Equivalent to a college-level literature course, which is taught significantly above grade level, this course is designed for students who have demonstrated superior ability in communication, reading, research, and writing skills. The focus of the course is an in-depth reading of imaginative literature such as prose, poetry and drama in order to improve both analysis and writing ability. Writing ranges from informal, reflective journals to formal, critical papers. There will be many opportunities during this course to provide peer-peer feedback, teacher-peer feedback, and take papers through a writing process. Students will also be expected to perform impromptu writing based on readings. The overarching goal is for students to discover their strengths in analysis and writing and to build on these as well as discover weaknesses in order to improve these areas. c. In addition to writing students will also participate in a variety of discussion modes: Socratic seminars, small group and large group. While an understanding of standard English grammar is presumed students will also be expected to become more mature writers by employing varied sentence structure, parallelism, proper modifiers etc. based on modeling the writing of published authors. Similarly, since annotated papers in HREF="http://teachnlearn.org/MLAWorksCited.htm" MACROBUTTON HtmlResAnchor MLA format are required, students are expected to be acquainted with the Modern Language Association's guidelines for writing and citations. d. The course overview, goals, and objectives for this class are taken from the AP English Course Description published by the College Board. Many of the texts and authors used in this course have been chosen based on the representative list that is also included in this publication. In addition many of the assignments implemented in this course are derived from The AP Vertical Teams Guide for English which is also published by the College Board. A complete list of publication information for these sources and others can be found in the student resources and teacher resources sections of this syllabus. e. The AP Literature exam will be given Thursday, May 8, 2014 at 8 am.

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. ii. iii. iv. v. vi. vii. viii. ix. The Poisonwood Bible by Barbara Kingsolver 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 Dracula by Bram Stoker. 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 in May. 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 sans-serif 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: Once I give you our class ID and password, please register for an account with Turnitin. 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 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. iv. Formal Research Essays will require students to synthesize and evaluate biographical and critical material. v. 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. vi. Major Works Data Sheets may be required for novels and plays; they provide valuable review for the AP openquestion. They encourage close reading and will serve as the basis of class discussion. vii. Vocabulary Tests focus on words that describe tone and SAT vocabulary. viii. 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. ix. Prose and Poetry Responses are informal essays that direct class discussion and encourage continuous practice with close reading. x. Online Discussion: Occasionally, you will hold discussions outside of class using a tool like Edmodo or Wiggio. Chances are good that when you start your college classes next year you will be using an online learning platform like these (probably Blackboard). 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. I will give you our class ID and password in the first few weeks of school. xi. Final Growth Portfolio: You will submit a portfolio that tracks your progress in both December and May. Most likely, this will be digital (a website). I will provide details and due dates by the end of September.

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 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. i. Technology Expectations: Please be certain to have your mobile device with you and charged for every class. All course information, including your class calendar with assignment due dates, will be housed on my website. You will need to reference this site frequently. The web address is www.carterclasschs.weebly.com . All papers will be submitted via Turn It In. It is your responsibility to sign up for your class account. The web address is www.turnitin.com. The course code and password will be provided to you in class. You will also be expected to interact in a digital medium. Details will be provided to you in class. You will also be expected to follow the technology classroom use guidelines. I will attach this to my website with my syllabus. i. Your First Assignment 1. Your first assignment for the year is to email me from a professional email address. This is due by the end of the first week of school, no later than Friday, 8/22 at 4pm. Use the subject line ClassBlockLastNameFirstName_Introduction. (For example: 2APotterHarry_Introduction.) In the body of the email, write an introductory letter so that I can get to know you a little better. Please answer the following: a. Restate your name (yes, this is redundant, but most introductory letters begin with a variation of Hi. My name is) b. Tell me what your post-secondary plans are. What do you want to be when you grow up/what you would like to major in? Even if you are undecided, tell me what interests you. c. Describe your past school self. What are you like as a student? What are your strengths and weaknesses? Did you take AP Language? Who was your teacher? Did you pass the exam? What did you score? d. Describe your non-school self. What do you like to do outside the walls of CHS? What makes you unique? e. Attach a headshot of yourself. A professional headshot is just that a picture of your head and neck. It does not include pets, other people, or anything that would not be considered professional. f. Write appropriately for your audience. Your audience is most definitely your instructor; however, you should also write in a way that you would be comfortable with anyone in the class reading your letter. g. Make me laugh or gasp or sigh. I do not want to be bored reading your letter. I want to have some kind of emotional response so that I can more easily remember something about you. h. Proofread what you write. I want to see that you are a competent writer. i. Do not be too wordy. Keep your letter between 500-600 words. To give you an idea, the word count of this Technology Expectations section is 462 words to this point.

If you do not follow the guidelines, I will return your email with Please Resubmit as the subject line. You should resubmit your letter, but you will lose 7 points for each resubmission. Please make sure you read the submission guidelines carefully so that you do not lose points on this assignment. 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 is held by appointment before school from 7:55-8:20. Please notify me 24 hours in advance and get an Enrichment pass if you plan on attending so that I can prepare appropriately to address your concerns. This allows me to notify you if I am involved in a parent conference or have a review scheduled for another class during that particular time. 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":

Thou Shalt...

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
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.

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

District 5 of Lexington and Richland Counties High School Honor Code

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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.

Once you have reviewed the course syllabus, please sign the syllabus acknowledgement letter, which I will distribute in class. Please take it home, and have your parents sign it as well. Bring the signed letter to class by the end of the first week of school. Thank you. Creative doodle space: 8