AP English Language and Composition--Leibeck ACHS

AP® English Language and Composition Adair County High School 2015-2016 Teacher: Ms Victoria Leibeck Room: 103 (Basement Floor) Class Times: (4th) 11:05-12:35 Lunch: 12:10-12:35 Early Release Friday: 10:15-11:00 Phone Number: (270)384-2751 Email: victoria.leibeck@adair.kyschools.us Planning Period: 2nd—8:50-9:55 Early Release Friday Planning: 2nd—8:35-9:20 I COURSE DESCRIPTION The purpose of Advanced Placement English Language and Composition is to provide able, motivated students an opportunity to college-level work in high school Since these students will be petitioning for college credit via the Advanced Placement English Language and Composition Examination given each May, the content and objectives of this course should be closely aligned with freshman English course offerings in universities and colleges An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing II SELECTION OF STUDENTS A student’s academic disposition is the most important characteristic for enrollment and success in this class The purpose is one of stimulating students to achieve their potential AP Central provides guidance through sample essays and objective practice Students who possess most or all of the following characteristics should perform well in this course: The ability to read accurately and to have some awareness of what reading skills are required for a variety of genres The ability to discuss intelligently, having shown evidence of accurate listening through thoughtful comments The motivation to go beyond the assignment, beyond the superficial A sense of responsibility regarding reading and writing assignments The maturity to accept criticism and to offer it constructively The willingness to wrestle with questions for which there may be no answers The possession of writing skills which show more than just some awareness of organization, diction and syntax, and mechanics Students can log onto AP Central for additional familiarity and practice to become successful in an AP class For more information, go to https://apstudent.collegeboard.org/home III LEARNING OBJECTIVES Students will learn: To analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies To apply strategies to their own writing To create and sustain arguments based on readings, research, and personal experience To write for a variety of purposes (to inform, persuade, argue, analyze, synthesize, etc.) To demonstrate an understanding of conventions of citing primary and secondary source material To produce a expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from source material , cogent explanations, and clear transitions To move effectively though the stages of writing, with attention to inquiry and research, drafting, revising, editing, and review Expanded vocabulary through regular activities, exercises, and readings (SC11) To vary sentence structure through revision, direct instruction, peer led activities, and other exercises (SC13) 10 To revise work to make it suitable for a different audience 11 To analyze images as texts 12 To evaluate and incorporate reference documents into researched papers IV ORGANIZATION OF CONTENT - READING AND WRITING A Reading Intensive or close reading a Paraphrasing of difficult prose or poetic passages b Rhetorical analyses of selected prose passages (See AP Exam questions) c Recognizing patterns Out-of-class reading a Background material on literary period, author, historical setting, philosophical trend as is necessary to understand the content of a particular work b In-depth research into works of one or more authors: several works by the same author, criticism, biographical data Reading practice in understanding verse, in and out of class a Importance of title b Recognition of syntax as it relates to tone and thought flow c Poetic diction, tone, loaded words (connotation/denotation) d Imagery, including metaphor, simile, oxymoron, analogy, symbol and author’s purpose In-and-out-of-class reading assignments a In class: nonfiction, verse, scenes from plays b Out of class: novels, short stories, essays followed by either formal or informal comprehension checks (see impromptu writing below), discussions of difficult and/or key passages Note: While a course work is being discussed in-class, students will be reading a novel or nonfiction out of class B Writing Out-of-class writing a Essays based on specific works, for which a specific focus is provided b Essays based on more than one work, which means that the student must arrive at a valid thesis and develop through comparison/contrast c Simulation or models (1) satire - essay, letter, editorial (2) narrative - passage in imitation of novelist’s or short story writer’s style (3) dialogue - scene in which character, circumstance, central idea are conveyed d Simulation or models for writing (1) satire - essay, letter, editorial (2) narrative - passage in imitation of novelist’s or short story writer’s or non-fiction author’s style, with personal narratives and journals (3) dialogue - scene in which character, circumstance, central ideas are conveyed (4) syntactical arrangements of sentences, including subordination and coordination and appropriate vocabulary, including various levels of usage such as colloquial, dialectic, slang, jargon, and idiom (SC15) (5) logical organization using techniques of repetition, transitions, and emphasis (SC12) NOTE: The value of writing practice that is suggested here cannot be over-estimated Students who may believe that Hemingway’s narrative style in The Sun Also Rises is simplistic or amateurish are usually shocked at the difficulty of trying to write such prose Also, students who think poetry is less than useful often change their minds as a result of trying to convey in a prescribed pattern their sincere, frequently heretofore unrecognized emotions In-class writing a Impromptu - no advance warning, based on quoted line or passage from current reading or a passage not studied b Planned - essay’s focus unannounced, although based on recently studied topic Students will also be given opportunities to edit these forms of writing independently and in a peer review setting Students will also have opportunities to revise their writing after it is graded and/or conferenced with the teacher (SC2, SC12) V GRADING SCALES, PRACTICES, AND POLICIES Essays (35% of Overall Grade): The most practical method of scoring both in-class and out-of-class essays involves the use of the through scale This scale will be the same as or very similar to the scale used in AP Literature and Composition Since AP examination essays are scored on this scale, sample scoring guides (recommended) and sample essays are available for study (See AP Central—Examinations) Use the AP College Board Web site to preview sample questions Students will be provided with copies of the AP Scoring Guide with full explanations Students will also have multiple opportunities to draft essays and conference with the teacher, as well as peer review with classmates ACHS 2015-2016 Grading Scale A 100-90 B 89-80 C 79-70 D 69-65 F 64-Below AP Grading Scale 1-9 (out of 100%) *5 100 94 88 85 79 75 70 65 60 **A minimum score of is required to receive credit on the essay portions of the AP Exam Quizzes, Exams, Projects (30% of Overall Grade): Exams and quizzes over various readings and class materials and will have the opportunity to self-guided research and complete projects over topics relevant to class and of interest to interest them Exams and projects will always come with clear, defined rubrics and due dates Quizzes may be given spontaneously as well as with advanced warning Students will also complete numerous AP Practice Tests, some of which will count as full test grades, others that will count as participation grades due to the difficult nature of the tests Students will have one full AP Practice Test at the end of each semester, complete with multiple choice questions and all essay portions that will be broken up over the course of a week due to in class time constraints Participation (25% of Overall Grade): The quality of this course will largely be determined by the participation, engagement, and enthusiasm of the class In order to fully participate, students must keep up with course readings and assignments All members of the class will be required to participate regularly, and a grade for in class participation will be tallied daily, and averaged for a weekly grade using Class Dojo Participation grades may be earned through in class discussions, peer review and other writing workshops dealing with writing revision, QTTPS, multiple choice practice tests, small writing reflections, and other assignments as determined by the teacher Daily Work (10% of Overall Grade): Daily work will be graded on quality and completion on a case by case basis Daily work assignments can include assignments such as reading questions, small group assignments, small writing pieces, exit slips, and other assignments as determined by the teacher Extra Credit Opportunities and Structured Tutorials: For students who are struggling with course material, extra credit opportunities may be available at the discretion of the teacher However, there will be structured tutorials 1-2 times per month (or as needed) that are group events that are open to all students enrolled in the course These tutorials will take place at a pre-determined time either before or after school and as a group, we will work on a specific skill (examples include rhetorical analysis, rhetorical situations, levels and construction of arguments, analysis of literary devices, etc.) using a fresh passage and a small activity Students who attend these tutorials will receive one-on-one assistance from peers and the teacher in addition to getting some additional practice with essential skills Students may also receive extra credit from attending these tutorials Structured tutorial dates will be set as a class within the first few weeks once we have determined the most flexible dates and times Absences, Late Work, and Missing Assignments:   Excused late assignments may be turned on at the next class meeting for full credit If you are absent on the day that a major project is due or a test is to be taken, you are expected to be prepared at the next meeting for the project or test Unexcused or late daily assignments may be turned in for partial credit However, late work must be completed within the current grading period or by the deadline established by the teacher Make-up Work Policy:  Make-up work is YOUR responsibility I will be happy to help you with make-up work before or after school  Make-up work will be available for you to complete if you are absent, but you are responsible for getting that work either from a classmate or the teacher  All make-up work will be recorded as “missing” in Infinite Campus until it is turned in and graded If missing work is not turned in by Progress Report and Report Card posting periods, it will be recorded as a zero This is especially important to athletes as it may hinder your eligibility  Make-up work grading will not take grading priority over any other class assignments  Tests and timed writings must be made up before or after school Missing work is unacceptable Every student is required to complete every assignment Note: Accidents happen Mistakes happen Life happens If there is something going on in your life that may cause you to need a little bit of extra time, please come and talk to me in advance Keep me in the loop and informed, and I will my best to accommodate your circumstances as is appropriate Academic Honesty and Plagiarism: Academic Honesty is the expectation that every student will produce their own work Any incidents of cheating on an assignment will result in a zero Students caught using or looking at a cell phone or other device during a test will automatically have their phone or device confiscated, be given a zero on the test, and be given a discipline referral Plagiarism is defined as using the ideas or words of another without crediting the original source This is an offense that is taken very seriously at the high school as well as collegiate levels Students will be taught how to properly cite and credit sources for writing and other assignments using MLA (SC11) formatting, but any instance of intentional plagiarism will be met with a zero on the assignment in question, a phone call home, and a discipline referral VI AP TEST AND COLLEGE CREDIT EQUIVALENTS AP Testing: The AP Test will be administered through the College Board at Adair County High School in May 2016 Students are expected to pay for the test, though the test is optional for the class, but mandatory for students seeking college credit from the course The cost of the test is currently $91 The College Board provides a $29 fee reduction for each exam taken by eligible students with financial need, depending on the student's state There are also waivers available for students who are eligible for Free and Reduced Lunch Please not let a fee deter you from taking the AP Test and earning valuable college credit and experience If you have concerns or difficulties, please come and see me privately and we will work out an arrangement College Credit Equivalents: Students who take and pass the AP English Language and Composition test in May will earn college credits that are eligible for transfer to colleges around the country While composite scores of a 3-5 are eligible for this college credit, different colleges have different policies for AP Transfer Credit Based on popular college choices of ACHS students past and present, here are the minimum scores and college equivalents for “local favorites.”** College or University Bellarmine University Berea College Campbellsville University Centre College Eastern Kentucky Univ Georgetown College Lindsey Wilson College Transylvania University University of Kentucky University of Louisville Vanderbilt University (TN) Western Kentucky Univ Minimum AP Score Req Information Unavailable 4 4 3 Hours or Credit hours credit Information Unavailable hours hours hours hours hours Information Unavailable credit hours hours hours 3 hours Course Equivalent ENG Elective ENG 100X or Arts Perspect Information Unavailable Elective ENG 101 ENG 101 and 102 ENG 101 ENG 102 Information Unavailable GE 3000 WRD 110 ENGL 101 ENGL 120W: Intermediate Comp ENG 100 **score requirements and equivalents are subject to college and university policies and changes Don’t see your college choice? Check https://apstudent.collegeboard.org/creditandplacement/search-credit-policies for updates and other college scores and course equivalents Also, check with the counselors or admissions office of your institution of choice VII BRIEF AP TEST BREAK DOWN The AP English Language and Composition Test is made up of Three elements:  Multiple Choice—55 questions—1 hour time limit—45% of your test score  Free Response Essays—2 Free Response and Synthesis—3 hour time limit (2 hours, 45 minutes for testing, 15 minutes mandatory reading time)—55% of your test score AP Exam Scores AP Score Qualification Extremely Well Qualified Well Qualified Qualified Possibly Qualified No Recommendation VIII SUPPLY LIST         Composition Notebook (hardcover, not spiral bound) Loose Leaf Paper (College or Wide Ruled) two pocket folder Pencils or Pens Highlighters (2-3 different colors) Index Cards (any kind or size) inch ring binder for in class readings (suggested) Students are encouraged to purchase or have access to a flash drive, but it is not required If you or your student have any difficulty acquiring any of these supplies, please let me know I will always have some extra pencils and paper on hand IV HOMEWORK REMINDERS USING REMIND (REMIND 101) AP Language and Compostion Students and their parents may sign up for homework reminders using Remind, a safe, free service that allows teachers to communicate with their students and their parents To sign up for these reminders, text the following message: @apleibeck to the number 81010 From there, you will be prompted to give your name and you will be added to the class messaging list Standard messaging rates will apply X COURSE STRUCTURE The course has four major components (SC14): Rhetorical Analysis and Close Reading Argumentation and Persuasion Synthesis and Documentation Evaluation skills and techniques Instruction: The course has six procedures for meeting objectives Students will collaborate in small groups for discussion and drafting Students will interpret, analyze, argue, synthesize, and edit writing Students will choose an area of inquiry and research for information and validation of material using correct MLA (SC11) documentation with multiple sources Students will develop research skills as they synthesize, evaluate and cite a variety of primary and secondary sources using recognized editorial styles Though completion of the researched argument or expository paper This process will take multiple drafts edited by peers and the teacher Students will write position papers of major events and issues using both “ordinary” topics and “literary” topics Students will write and review the questions of released AP Language and Composition 1st Nine Weeks Students will be responding critically to readings by identifying the rhetorical patterns and modes of expression in order to:  Read challenging writings to foster critical thinking and writing  Analyze logic and evidence  Consider many possibilities, or different ways of looking at an issue  Evaluate carefully, to reach a judgment, to take a stand  Read challenging writings to foster critical thinking and writing  Study issues of fact, policy, and value in genre literature  Write a dialectical journal and/or annotate text to respond to readings (SC3)  Students will also complete Practice AP Assessments and at least Multiple Choice Practice and Discussions On-Going Class Exercises:  Rhetorical analysis—including speaker, audience, purpose, and style o Syntactical patterns—analyzing phrases or sentences that create a different effect o Connection between the speaker and his purpose using the means of ethos, pathos, and logos o Analysis of selected short stories, poetry, and novels for speaker, voice, and purpose (SC14)  Synthesis of articles for the speakers’ purposes and MLA (SC11) Documentation  Writings that make the connection with means, intention, and effect  Test taking strategies and practice sessions for objective and essay questions  QQTPs—Stands for Question, Quote, and Talking Points Will be required after each lengthy reading assignment and will be used to drive discussions over reading material (SC3)  Representative Author Assignments: over the course of the year, students will be required to research three writers and their non-fiction writings (SC4)  Peer Review Sessions: upon completing drafts of in depth assignments, students will conference with both the teacher and their peers in order to gain further insight into what their pieces of writing will need (SC2)  “Cultural Literacy Fridays”—We will spend the shortened class time on Early Release Fridays (when available) analyzing different film, literary, and visual resources to build cultural literacy in the areas of current events, politics, history, science and technology, and the arts First Writing Assignment: This I Believe narrative essay—Due Monday, August 17th In a well-crafted 300-500 word essay, choose one major personal belief, and expound upon how it has impacted your life, thinking, or how it has shaped your life or will shape your future However, the way that you discuss or describe your belief is not limited to these terms Stick to the few core principles outlined by Jay Allison: Frame your beliefs in positive terms Refrain from dwelling on what you not believe Avoid restating “this I believe” too many times Focus on the personal “I” of the title, and avoid sermonizing by using “We.” While you may hold many beliefs, write mainly of one Aim for truth without accusation, patriotism without political cant, and faith beyond religious dogma Some writers best to tell a story, perhaps a moment a belief was forged, or tested, or confirmed Others peel the onion of what they were taught to believe, what they think they should believe, and even what they always believed that they would believe We will be reading examples of This I Believe essays written by celebrities and regular people in order to give you a better idea of what you are being asked to create (SC5, SC6) We will be reading the following essays and Reading Modes (SC7, SC14, SC15, SC16): Narration: Amy Tan, “Fish Cheeks” Gary Soto, “Piedra” Langston Hughes, “Salvation” Description: Annie Dillard, “The Stunt Pilot” Zora Neale Hurston, “How it Feels to Be Colored Me” Virginia Woolf, “The Death of a Moth” Example: Thomas Jefferson, “The Declaration of Independence” Sojouner Truth, “Ain’t I a Woman?” Comparison and Contrast: James Baldwin, “Notes of a Native Son” Plato, “The Allegory of the Cave” Richard Rodriguez, “Aria: Memior of a Bilingual Childhood” Henry David Thoreau, “Where I Lived and What I Lived For” Cause/Effect: Niccolo Machiavelli, “The Morals of the Prince” Marie Winn, “Television: The Plug in Drug” Brent Staples, “Just Walk on By: Black Men and Public Space” Argument and Persuasion: Martin Luther King, Jr., “Letter From Birmingham Jail” Abraham Lincoln, “The Gettysburg Address” Jonathan Swift, “A Modest Proposal” Henry David Thoreau, “Civil Disobedience” Novel Study: In late September/October we will read Jon Krakauer’s Into the Wild ***First Representative Authors Assignment Due September 25th 2nd Nine Weeks Documented Research Essay using MLA Style (SC11): Choose a topic from our discussions of the above essays Length of the essay should be 3-5 pages maximum Possible topics are listed as the following (SC4, SC5, SC6, SC9, SC10):  Nature and the environment  Race and culture  History and politics  Work and class  Identity  Science and technology  Politics  Economics  Current events Using evidence from at least three outside sources including library research, online sources, and graphs or images, draft an essay with an argumentative of expository purpose Make sure you consider your audience, stance or position, support, and structure (SC9, SC10) I   II Advanced Placement Test Preparation Knowledge of prior AP Examinations: content of multiple choice and essay questions, evaluation process, and scores Adaptation of AP questions formulation into in and out of class essay questions, as well as use of the scoring guide Practice questions and impromptu writing Timed writing with emphasis on argument and evaluation based upon released AP exams Multiple speakers and claims in selected works for preparation for the synthesis essay We will complete at least practice/Assessments At this point in the year, all writings will be solely graded using the point AP Rubric Semester Exam As it currently stands (weather and other natural disasters pending) our semester exam will be a full AP Practice Test It will be broken up over the course of two days, and a third will be reserved if necessary A mock exam will be given the week before as a warm-up The Semester Exam dates are as follows: Wednesday, December 16th—Multiple Choice Thursday, December 17th—Free Response Essay and Synthesis Essay Friday, December 18th—Reserved for finishing essays Novel Study: In November/December we will read Jane Austen’s Pride and Prejudice 3rd Nine Weeks II Continued Study of Topics of Argument: Argument starts with defining arguments and continues with the characteristics of arguments, the analysis and evaluation of arguments, and finally making specific types of arguments A Characteristics of an Argument (SC15) Toulmin’s, Aristotle, Rogerian, and conciliatory argument: Identify and analyze from the readings  Syllogistic structures  Claims, reasons, warrants, and evidence  Visual arguments, including propaganda  Appeals  Common Ground Exercises: using three visual arguments including one graph, identify the claim, warrant, and supporting evidence of the speaker Form a group of three and choose two visuals having opposite claims and write a claim that demonstrates common ground of the Rogerian argument (SC4, SC8) We will also be analyzing various political cartoons throughout the year to strengthen visual argumentation skills (SC8) Readings Richard Morin, “Paradise Lost” Steven Rattner, “Incurred to Inequality” Novel Study: In January we will read Shakespeare’s Hamlet, where we will develop arguments for or against Hamlet’s insanity (SC6) And to support our study of visual argument, we also will read the Graphic Novel Persepolis: The Story of a Childhood by Marijane Satrapi this semester (SC8) B Evaluating and Writing Arguments Readings: Sydney Hook, “In Defense of Voluntary Euthanasia” Barbara Ehrenreich, “Serving in Florida” David Norman, “Hadrosaur Nests” (induction) “The Declaration of Independence” (deduction) Bzezubski, “War and Football” (analogy) Sadker, “Gender Games” (refutation/evaluation) Bork, “Addiction to Health” (refutation essay) John Milton, “Areopagitica” III Arguments: Logical Fallacies David Sadker, “Gender Games” James C Sanders, letter to the editor, “Beer Commercials Do No Harm” Writing Assignment: Evaluate the argument (claim and evidence) in the following selections: Martin Luther King Jr., “Letter from Birmingham Jail” and Reginald Rose’s “Twelve Angry Men” using one of the following topics (SC1, SC4, SC5, SC6):  Black and White Thinking  Perversion of the law  Prejudice  Traditionalism or conformity  Intertia—failure of a group or individual to press for their rights  Group think Writing Assignment: Read Shirley Jackson’s “The Lottery” and defend one of the following: Choose One (SC4): So far as justice is concerned, the individual is very much at the mercy of society or Guilty, insecure people tend to band together to seek scapegoats on whom they can inflict unjust punishments (SC1) IV Position on Extended Definition Nancy Maris, “On Being a Cripple” Alice Walker, “In Search of Our Mother’s Gardens” Eric Lui, “Notes of a Native Speaker” Writing Assignment (SC4): Research and define one of the following abstract topics: intelligence, silence, law, honor, ethics, psychology, morality, music, or art, using multiple sources and correct MLA (SC11) Documentation Writing Assignment (SC4): Define, analyze, and defend and abstract concept that is found in all of the following selections: “The War Prayer,” “An Irish Airman Foresees His Death,” “A Man for All Seasons Act II, Macbeth’s Act V, Scene V lines 19-28, and Hamlet’s Act II, Scene II (Response to Rosencrantz and Guildenstern) “The Declaration of Independence “ and “Declaration of Sentiments and Resolutions.”  During this weeks, we will complete one practice multiple choice section (with discussion) a week, and one timed essay per week Timed writings will take place on Thursdays, and Multiple Choice on Tuesdays **2nd Representative Authors Assignment Due January 22nd 4th Nine Weeks: Countdown to the AP Lang Exam by reviewing a complete exam for the AP Language Exam in May Novel Study: During this weeks, we will read Truman Capote’s In Cold Blood and continue practicing arguments including those involving the death penalty and incarceration rates We end the year with Viktor Frankl’s Man’s Search for Meaning **3rd and Final Representative Authors Assignment Due April 21st VIII SELECTIONS FOR COURSE READINGS Collections (chapters or sections from each of these will be used) 50 Essays: A Portable Anthology—3rd Edition Ed Samuel Cohen Flowers in the Dustbin: The Rise of Rock and Roll 1947-1977—James Miller Freakonomics: A Rogue Economist Explores the Hidden Side of Everything—Steven D Levitt and Stephen J Dubner Nickeled and Dimed: On (Not) Getting By in America—Barbara Ehrenreich Outliers—Malcolm Gladwell The Simpsons and Philosophy: The D’oh! Of Homer—Ed William Irwin and Mark Conrad This I Believe: The Personal Philosophies of Remarkable Men and Women—Ed Jay Allison and Dan Gediman The Tipping Point—Malcolm Gladwell Novels In Cold Blood—Truman Capote Into the Wild—Jon Krakauer Man’s Search for Meaning—Viktor E Frankl Pride and Prejudice—Jane Austen Persepolis: The Story of a Childhood—Marijane Satrapi (Graphic Novel) Plays Hamlet—William Shakespeare Textbooks The Language of Composition (Bedford St Martin’s)—2nd Edition The Norton Reader—13th Edition **Students will be provided with all texts and/or handouts of selected readings Dear Parent or Guardian, Welcome to a new school year! My name is Victoria Leibeck and I am very excited to have your child in my AP English Language and Composition class this semester I am committed to giving your child the best AP experience possible We will certainly be working very hard to achieve your student’s goals and to ensure that your student receives college credit for this course and that he or she leaves my class prepared for college-level writing Please review the class syllabus to get a feel for what we will be doing in class and familiarize yourself with the policies and procedures of my department and classroom Please take some time to go over the syllabus with your student and sign the attached sheet to indicate that you and your student are aware of class expectations and procedures Have your student return the signed slip below for his/her first grade in our class This is my second year teaching at Adair County High School, but I am no stranger to the community I am a graduate of Adair County High School and have been a volunteer throughout the district since my graduation I am a Berea College graduate with a Bachelor of Arts in English Education Grades 8-12 and a minor in History I have also had the opportunity to teach in Scott, Fayette, and Madison counties before returning to Columbia I am very passionate about teaching and Language Arts, and it is my goal throughout the school year to share my love for Language Arts and to help every student reach their goals and improve their writing Thank you so much for your time, and I invite you to visit my classroom at your convenience Feel free to contact me with any questions or concerns throughout the school year You can reach me by email at victoria.leibeck@adair.kyschools.us or by phone at (270) 384-2751 Again, thank you, and I look forward to meeting you and working with your student Sincerely yours, Victoria J Leibeck AP English Language and Composition/English II/Journalism Teacher Adair County High School AP English Language and Composition Parents/Guardians and Students: Please sign and return to Ms Leibeck in room 103 For Parents/Guardians: I have read and reviewed Ms Leibeck’s syllabus with my student I acknowledge that that this is a demanding class that requires regular attendance, participation in class work, regular outside reading, and homework I also understand that throughout the school year, my student may be reading some excerpts or viewing film/documentary clips related directly to core content and classroom material that are rated PG-13 or R, and may contain coarse language or sensitive subjects Student’s Name: Parent/Guardian Signature: Date: _ Contact Information: Preferred Phone Number: Preferred Email Address: Other Preferred Contact: If there is any additional information you would like you share regarding your student, please feel free to so below, or on the back of this signature sheet For Students: I, , have read over and understand this syllabus I pledge to attend class regularly, participate in class work and discussion, and complete regular outside reading and homework to the best of my ability in order to make the most of my time in AP Lang and Comp I understand that failure to so could lead to disciplinary action and possibly a reduction in my grade Student’s Signature: _ Ms Leibeck’s Signature: Date: _ ... me know I will always have some extra pencils and paper on hand IV HOMEWORK REMINDERS USING REMIND (REMIND 101) AP Language and Compostion Students and their parents may sign up for homework reminders... and the teacher Students will write position papers of major events and issues using both “ordinary” topics and “literary” topics Students will write and review the questions of released AP Language. .. texts and/ or handouts of selected readings Dear Parent or Guardian, Welcome to a new school year! My name is Victoria Leibeck and I am very excited to have your child in my AP English Language and