Steven Terreri
676-6482 ext. 5274
The
Advanced Placement program is a national program overseen by the College Board.
Advanced Placement classes are not designed to prepare students for university
level instruction. Rather, their content is equal to that of an introductory
course at the college level. Because many of the best universities in the
country accept AP scores as equivalent to having taken actual introductory
classes, the course content is generally more thorough and rigid than what one
is likely to find at the Community College level.
The
grade and credit you receive for the course will be on your transcripts and are
treated by colleges as an Honors level course. However, you will only receive
college credits and/or waivers if you take and pass the AP Language and
Composition Exam.
Is AP Lang for me?
Though
AP Lang has no formal admission prerequisites, the following skills are
necessary for students to be successful with the material. Take a few moments
and carefully go over this information.
Writing: Students should already know how to write a multi-paragraphed essay
that demonstrates proficiency in the 6 Traits of Writing (Idea/Development,
Organization, Word Choice, Voice, Sentence Fluency, and Conventions); how to
write and distinguish among a narrative, argumentative (persuasive), and
expository composition which should include analytical, comparative, and
explanatory structures; how to develop an effective paragraph (topic idea,
evidence, commentary, and conclusion/transition sentence); how to revise a
draft; and how to edit a draft.
Reading: Students should know the basics and have practice reading a novel
(structure, theme, character, setting, genre), short fiction (theme/purpose,
character, point of view, and mood/tone) and poetry (speaker, subject, tone,
rhythm, language use -- especially figurative language, sensory language, and
rhyme); how to read carefully for subtlety (attention to details and shifts);
and how to read independently (setting time aside, keeping up with a novel, and
interacting with good questions, insights, and speculations).
We
will be expanding on all of these skills, but there will be no time for
significant remediation. Students who choose this class do so because they feel
they can satisfy these prerequisites and keep up with the demanding workload
and high expectations.
Course Content:
The
course covers a range of Language Arts content. Fall semester includes the
following Units of study:
I: Critical Reading (Introduction to
prose analysis: diction (word choice and usage), structure, and purpose; and
critical reading skills: previewing, recognizing structure, vocabulary in
context, marginal notes, specialized vocabulary, tone analysis.)
II: The Novel (Moby Dick)
III: Sentence Structure and Writing
Conventions
IV: Non-Fiction Prose (analysis of
reading selections mainly from the English language tradition (British Lit,
American Lit, Literature from the Caribbean, India, Canada, etc.)
V: Essay Composition
VI: Contemporary Novel (Song of
Solomon)
Critical
reading will come from a variety of sources that emphasize the historical
development of language use, cultural influence on language and style, and a
variety of rhetorical purposes. We will be using Art of the Personal Essay and Prentice
Hall Reader as basic class texts and, in the Fall semester, will be reading
a selection from such major works as Moby
Dick (Melville) and Song of Solomon (Morrison)
An additional resource that I recommend to help students
with the mechanics of writing is Strunk and White’s Elements of Style.
Grading
I
assign Unit, Semester, and Quarter
Grades by dividing the number of points earned by the number possible, then
assigning the letter grade according to the scale below:
93%
and up = A
91-92% =
A-
89-90% =
B+
83-88% =
B
81-82% =
B-
79-80% =
C+
73-78% =
C
71-72% =
C-
69-70% =
D+
63-68% =
D
NOTE
THAT 62% OR BELOW IS AN 'F.'
Points
earned on activities and exams reflect your ability to demonstrate
effectiveness in your writing, and the maturity and sophistication of your
thinking as shown in your written and oral responses. Because the AP program is
designed to replicate college freshman composition, I use standards typical in
such post-high school classes. The experience will be tremendously helpful; the
potential toll on your GPA may require additional thought as to whether this is
the right course for you.
THE
MOST IMPORTANT POINT REGARDING GRADES is that missing assignments have a major
impact. Just one '0' will pull two 100%'s down to 66%. Because of the
high paper volume in this class, it is the student's responsibility to track
all assignments and keep all due dates.
Time Commitment and Pacing
Class
time will be devoted to discussion, questions, and presenting and practicing
new material. Home time is for longer reading, finalizing drafts, and preparing
for class discussion or presentations. Each student's homework commitments will
depend on the individual, but students who are not prepared for class will be
at a significant disadvantage. I rely on students feedback to adjust my pace,
so please don't be shy with concerns about my going too fast or slow.
Teacher
feedback is an essential part of any academic writing program. Because writing
is a process, I provide the most timely and useful feedback during the drafting
phase to assist students in making the best finished-product. As for final
assessments, all major essays and assignments are assessed via published rubrics. It is my policy to 1)
make rubrics available to students BEFORE work is submitted; and 2) to have all
work within a specific Unit evaluated and returned to students within 2 weeks
after the end of the Unit. I also
encourage students who are having trouble with major works to set up an
appointment with me for one-on-one assistance.
I
recommend students use Student Connect to accurately track their grades and/or
any missing assignments. My teacher web page (see below) is also an invaluable
resource for class assignments and due dates.
Accepting
late work is an annoyance. Because of the high paper volume in this class, my
policy is to not accept non-graded activities submitted late and/or penalize
late work by giving it the points equivalent to minimum passing (63%). Despite
the annoyance and this basic policy, I reserve the right to make determinations
regarding penalties on a case-by-case basis.
1. Non-graded activities will not
be accepted late. The '0' becomes permanent.
2. Graded work -- primarily essays
-- will be accepted late within a 3 class day period at a 30% penalty provided
the work meets the minimum requirements of the assignment. Students are
responsible for getting the work in within this time. On the 4th class day, the
'0' becomes permanent. A "class day" is defined as any school day
where we meet as a class. This means I do not count the block days we don't
meet or the weekends.
Absences
If
you are absent, you have the following responsibilities:
1. If you know you will be absent,
you must get assignments you will be missing before the absence.
2. If you are absent on a due date,
the assignment is due on your first day back.
3. If you are absent when something
is assigned, then you will get the number of days you were out added to the due
date. The exception is number one -- anticipated absences.
4. The appropriate time to get
missed work is outside of class time: before school, during lunch, or after
school. E-mail requests for missed work is VERY APPRECIATED!!
As
part of my own development as a teacher, I’m intending to make greater use of
my teacher Web Page on the District’s Web Site. (http://sehome.bsdnet.wednet.edu/Teachers/Terreri/index.htm)
In addition to listing my Day One Sheets, I link e-copies of homework
assignments, unit calendars, and other resources where they can be accessed
from any networked system or internet connected computers. When absent, be sure
to check the page for homework updates or materials.
Extensions
Life
is far from perfect and organized, and extensions may be necessary from time to
time. Students wishing an extension must request it before the due date.
Students may phone in an extension request to my school voice mail (676-6482,
ext. 5274) or send me an e-mail (sterreri@bham.wednet.edu).
I tend to be lenient regarding extensions requested this way. BECAUSE OF THIS
GENEROUS POLICY, I WILL NOT GRANT EXTENSIONS THE DAY AN ASSIGNMENT IS DUE.
Classroom Policies
I
manage my classroom under the simple idea that students and teacher are present
for the shared purpose of learning. Therefore, I expect students to be prepared
for the day’s activities: being in class on time, home assignments completed,
materials and resources (paper, books, pens, etc.) brought to class,
willingness to be attentive and cooperative, and such. When a student is
consistently unprepared for classroom activities, I begin by working with the
individual on strategies to increase classroom success; if problems continue, I
seek assistance from home and administration via office referrals.
Disruptive Behavior
Behaviors,
attitudes, etc. that disrupt our shared purpose of learning will not be
tolerated. I encourage all students to exercise self-discipline, but will not
hesitate to use any and all means at my disposal to eliminate disruptions.
Snacks and Drinks
I’m
generally OK with students bringing snacks into the room as long as students
responsibly take care of trash or messes (spills, drips, crumbs, etc.) Failure
to clean up results in snack and food privileges being revoked.
Headphones
I
also don’t mind students listening to headphones during NON-INSTRUCTIONAL class
time. Individual students who consistently abuse this privilege will be unable
to use headphones in class.
Cell Phones
I
have a strict policy on cell phones in the classroom – they are not allowed,
and I reserve the right to take and hold cell phones that ring or are being
used during class until either the end of the period or the end of the day.
Teacher – Parent – Student Contact
Communication between home and school is an essential part of student success. The most efficient and mutually beneficial avenue of communication is through individual students – they are the crucial link between the school and home, and taking responsibility for accurate and open communication about their learning progress, frustrations, and individual needs is an important part of their academic as well as personal development. Direct contact via my school voice mail, e-mail, or arranged appointment are valuable and at times necessary back-ups. While e-mail is most convenient for me, District Policy 3611 SENDING PERSONALLY IDENTIFIABLE STUDENT INFORMATION ON E-MAIL limits the information I can share through the system. Therefore, I recommend e-mail requests for information unique to an individual student (ie, grade, missing work, behavior, etc.) include a phone number and convenient times I can make contact.