English 2618: American Literature and Diversity

Honors English 11

Instructor: Ms. McCreary

Room 116

Email:

Welcome to Honors English 11/American Literature and Diversity!

Please note that this class is offered as a College in High School course for students who are enrolled at YSU. All Honors 11 students will follow this syllabus. This is an Honors and College level course, therefore; texts, class content, and assignments will reflect these higher standards. Students taking this course for college credit will follow the guidelines per YSU criteria. The grading scale will adhere to the CHS standards for all students and I will keep a running points total for the entire semester. There will be a more extensive Research Project required of all College in High School students and guidelines/instructions will be distributed at a later date. All lesson plans are aligned to the Ohio Common Core State Standards.

Course Description:

This course will foreground discussion not lecture; it will also function as a workshop, a place where we practice the routines, habits of mind, and reading and writing conventions of the discipline of English. Our goal is to provide you with tools to make meaning of a literary text independently via the exercise of reading strategies, through collaboration and conversation with peers, and by questioning and researching. Knowledge in this class is not “teacher-owned.” What you get out of the class will depend significantly on what you put into it. Together, we will discuss literary elements, the historical contexts of the texts we read, our personal connections to the texts and their characters, and how our own cultural background contributes to how we read. We will work frequently in pairs and small groups, as well.

Course Goals:

• This course is designed to introduce you to some of thediverse forms and voices in American literature. You will encounter textual representations of the experiences of various American ethnicities and develop skills for appreciating cultural differences, developing tolerance, and learning about the limitations of one’s own sociocultural framework The course texts represent works from four literary genres: Tan—shortstories; Lahiri, Kingsolver—the novel; Wilson—drama; and Santiago—Memoir. The aim of this course is tohelp us see that American literature represents Americanculture in all of its diverse forms, including class, race, and ethnicity. An equally important goal is to have fun with ourreadings, to allow ourselves to enjoy reading (per YSUsyllabus).

Required Reading

• When I was Puerto Rican by Esmeralda Santiago

• The Namesake by Jhumpa Lahiri

• The Joy Luck Club by Amy Tan

• Fences by August Wilson

• The Bean Trees by Barbara Kingsolver

I suggest purchasing The Namesake, by Jhumpa Lahiri immediately, as this will be our first reading. All students enrolled in the College in High School course have access to the YSU library. Please refer to my CHS teacher page for weekly assignments. You may purchase the books online, (used or new), through bookstores, or may utilize the library.

*Please note additional supplemental texts and articles will be incorporated throughout the course.

Course Methods:

  • Because class discussion will make up a large part of the

learning experience, it is expected that you will have read

the assigned readings (according to the syllabus) prior

to each class period.

  • Regularly, there will be journals, short response essays, or

quizzes that reflect upon the readings.

  • Small groups will occasionally prepare and present a portion

of a class session.

  • Periodically, individual students will conduct presentations.
  • Two shorter papers (1000 words each), and one longer final

paper will serve as the indicators of student growth and

critical thinking. Some of these writings will be in blog format.

Note:

• This course is a college/honors course. This means that homework,

mostly in the form of reading, is an everyday expectation.

Make sure that your work and family obligations allow for this

kind of commitment.

Assignment Assessment Description:

‘A’ work is an excellent assignment with very few errors that meets and goes

beyond all of the requirements. It is evident to all that serious time and effort was

spent to show understanding of a skill or lesson.

‘B’ work is a great assignment with a few errors that show some lack of effort. A

few requirements of the assignment are not fully met; however it is evident that

you understand a skill or lesson.

‘C’ work is an average assignment. Errors are significant and show a mediocre

level of effort. Several requirements of the assignment are not met and you do

not show complete evidence of understanding a skill or lesson.

‘D’ work is a poor assignment. It has many errors that show a great lack of effort.

Most elements of the assignment are not met and you show minimal evidence of

understanding a skill or lesson.

‘F’ work is incomplete with chronic errors or not attempted at all. There is no

evidence of understanding a skill or lesson.

Grading Scale: 93-100(A), 83-92(B), 73-82(C), 63-72(D), 0-62(F)*

Classroom Rules:

In addition to CHS student rules, I have three simple rules that

pretty much cover all aspects of student behavior within the

boundaries of my classroom:

1. Be prompt.

2. Be prepared.

3. Be polite.

Classroom Expectations:

My policies are few—but very important.

  1. I expect every student to be on time to class every day and fully prepared (this includes a pen, a pencil, paper and the current reading assignment), and participate in activities and discussion. This is a writing, reading and discussion-intensive course so preparation is essential. Students will not be allowed to return to lockers, previous classrooms or the lunchroom to retrieve materials left behind. Such carelessness will result in a zero if the item left behind is due on that day.
  2. Restroom passes will be granted during the last ten minutes of class only (except in emergency cases). Strict rules will be individually imposed if this privilege is abused. I expect that students will not stray from the intended destination as designated on the pass. Students may not leave while I am speaking or if a classmate is making a presentation.
  3. We will be reading a diverse body of literature and sharing student reading and writing in large and small peer groups. Please remember that the highest level of respect is due to anyone sharing an experience or response through writing and discussion. It takes courage to share one’s ideas with a group. Always be courteous and respectful to each other and to me. I promise you will receive the same in return.

This is a college-level class; however, because the class is held

within a high school, you are responsible for following the CHS

code of conduct.

Plagiarism: Plagiarism is passing off someone else’s words/ideas as your own. When you use another’s words/ideas, you must follow the conventions that allow your reader to know what doesn’t belong to you (we’ll address this in class). Therefore, you must accurately copy and enclose in quotation marks any material that you’ve quoted, accurately put into your own words any material that you’ve paraphrased, and carefully document your sources. If you don’t, you’re plagiarizing. You are also plagiarizing if you let others directly revise or edit your material for you, except when the assignment is part of a collaborative project. Cases of plagiarism are dealt with individually; there is no blanket policy, but it can result in failure of this course and, in extreme cases, expulsion from the university. Please also refer to the CHS Policy on plagiarism for further details.

The YSU Writing Center: The WC is a campus resource for writers; you can schedule an appointment to talk about your writing and/or a particular paper or particular idea for a paper you’re working on. WC consultants read and provide honest feedback, but they don’t simply edit your paper for errors. I suggest you visit and see how they can help you, especially if you find writing to be a serious struggle.

The WC is located in Maag Library, Room 171 (lower level). It is open Monday-Thursday 9am-3pm and Friday 10am-1pm. You can just walk-in, and if there is an available consultant, you can work right then. Or you can call to schedule an appointment. Or, if it is inconvenient for you to come to campus, you can set up an online appointment.

Parents/Guardians -- How to reach Ms. McCreary:

The best way to contact me is via e-mail—which is checked at least twice daily. My address at school is which is also listed on the school website. You may also contact me through the school at 330-533-5507. I endeavor to reply to all messages within 24 hours. I also welcome parent/guardian input as to how I can more effectively teach your child. Please note that because this is a college level/honors course that many of the texts will contain mature content. All selected texts on the reading list were selected by YSU. Please do not hesitate to contact me with questions/concerns.

Policies:

  1. Late Work:

Late daily (minor) assignments are NOT accepted. Major assignments (essays/projects) that are handed in one school day late will receive a 20-point (or 1/5th total credit) deduction and a 20-points for every subsequent day the assignment is late. No work that is more than one week late will be accepted (except under extenuating circumstances and/or excused absences). If a student is absent on the day an assignment is due, the assignment will be accepted on the day the student returns to class.

  1. Absences / Make-Up Work:

Make up work is the responsibility of the student. Please make arrangements for books or study materials to be brought to you if necessary. Homework assignments for the week are posted on C.H.S.’s homework web site each Friday. Students are responsible for getting notes and daily assignments from another student in the class for the day(s) missed. Any missed quizzes or tests not taken during class must be scheduled to be made up. Students absent on the day of a pre-announced test should be prepared to take the test on the day of their return. (Except in cases of extended absences) Any student who is present in school but absent for class (sign-out, tardy, field trip, etc.) is responsible for on-time completion of any work collected or assigned that day. This includes project due dates.

Materials:

  • 2”-3” 3-ring binder-- for this classonly!
  • 7 Tab dividers:
  • Course information – syllabus, procedures, rules, etc.
  • Daily work – DOL’s and warm-up exercises (these may go in journal)
  • Grammar– notes and assignments
  • Vocabulary-weekly vocabulary building
  • Literature – notes, assignments, and handouts
  • Writing – notes, rough drafts, and final drafts
  • Major Writing Assignments Categorized by Genre or Title of Work
  • College ruled 8” x 10” filler paper
  • #2 Pencils
  • Black or blue pens – no pink, purple, etc... (these are the colors I like to grade with)!
  • Red pen – this will be used for grading and peer editing
  • Spiral notebook 8 ½” x 11” - this will be your journal
  • 4x6 lined index cards
  • Electronic Storage Device

Note:

Reminder—I strongly encourage students to bring their PC’s, Mac’s and/or Notebooks to class on a daily basis! CHS has adopted a BYOD (Bring your own Device Policy).