Late Work Form

British Literature 2008-9

Name of Student:


Period:


Today's Date:

Due Date of Assignment:


Reason for Late Assignment:






Date Assignment Will Be Turned In:




When did you begin working on the assignment (outside of time allotted in class)?


When have you been working on the assignment (outside of time allotted in class)?



Student's Signature:

British Literature Syllabus

Maggie L. Walker Governor’s School
for Government and International Studies

Syllabus for
British Literature (12th grade)
Ms. Cynthia Losen
closen@gsgis.k12.va.us or seelosen@comcast.net
Work Room: 236 / Extension: x2360
Home Phone: 804-276-5491 / Cell Phone: 804-539-8448
Planning Periods: 5th, 7th, & 8th

Course Description:
This course surveys the literature of Great Britain in an historical context by evaluating literary movements through history. Beginning with “Beowulf” and moving on to contemporary works, students develop critical methods for evaluating and appreciating the literature through detailed writing assignments, a variety of presentation models, projects, class simulations, and lectures. Writing for college is again stressed with the added bonus of a seminar in writing the college essay. A senior research paper is required and may be completed in conjunction with another discipline.


Textbooks:
Norton Anthology of British Literature: The Major Authors
A Short Guide to Writing About Literature by Barnet and Cain


Web Page: http://www.mwhs.gsgis.k12.va.us/ Agendas: http://losenbl0809.blogspot.com/


Objectives / Goals:
· Actively participate in formal, seminar discussion, supporting assertions with evidence and critically responding to others’ assertions.
· Present formal, informative and persuasive oral reports to the class, utilizing a logical argument. Evaluate and respond to techniques used by other students in their presentations.
· Read, analyze, and critique selections of fiction, non-fiction, poetry, and drama, focusing on the style and elements of writing used by the authors.
· Read and critique British literature, poetry, and drama, paying close attention to the development of English language and literary movements.
· Explicate and analyze literature, poetry, and drama in a variety of formats, including using original and supported thesis statements, in extended, persuasive essays.
· Practice and critique creative and informational writing in a variety of forms.
· Correctly write about and document researched information using the MLA, APA, or Chicago documentation styles.


Literary Works Studied:
The major works of literature studied include: Beowulf, Twelfth Night by Shakespeare, Pygmalion by Shaw, Heart of Darkness by Conrad, and A Room of One’s Own by Woolf.


Assessment / Evaluation Procedures:
Works are weighted according to the following percentages:
Tests (may include projects, writing, or other forms as designated)—40%
Quizzes (this may include other forms of assessment as designated)—30%
Classwork (participation, in-class activities, attentiveness)—20%
Homework (may not be made up unless student has an excused absence)—10%


Classroom Expectations:
· Students are expected to arrive on time and with the proper materials.
· When the teacher is talking, your notebooks and pens or pencils should be out and in use.
· Students may not chew gum.
· Notebook computer privileges may be revoked if students are using them for inappropriate purposes. Parents will be contacted.
· Students are to treat each other and the teacher with respect.
· Students may only leave the room when necessary. Students may not leave the room to buy a soft drink or to go to the senior commons.
· Only one student at a time may leave the room. The student must sign out, include the time and destination, and sign back in, including the time. Changing the time left will be perceived as a lie and as an honor code violation.
· Any late work must be accompanied by a late work form. A work is considered late if it is turned in after the class period has begun and work has been collected. Penalties accrue each school day (not class day), so it is in your best interests to turn in a late assignment the day before the next class session.
· Partial assignments will not be accepted. Also, most long-term written assignments include a process portion, which usually includes edited (in pen) rough drafts.
* Quizzes and other assessments may only be made up if the student has had an excused absence. This applies to tardies too. Students must make up quizzes and tests within one week of returning to school.


Materials Needed:
· Pens (blue or black ink for writing, red ink for editing)
· Notebook
· A digital camera might come in handy for some assignments. It does not need to be an expensive one.


Signatures:
I have read and understood this syllabus.

Student: ________________________________________________________

Parent: _________________________________________________________



Ms. Losen’s Late Work Form

This must be completed for any work not turned in on time.


Name of Student: Period:


Class: British Literature


Assignment:


Due Date of Assignment:


Explain why the work is late:









When did you begin working on the assignment (outside of time allotted in class)?


When have you been working on the assignment (outside of time allotted in class)?


When will the work be turned in?













Signature and Date:

Week 1, Quarter 1

Welcome to British literature!

Tuesday (September 2nd)

We will begin by getting to know a little about each other. You will be making name tents and I will be taking your photographs. This, along with a seating chart (subject to change), will help me to learn your names. Smiling is preferred, but optional.

You will get your syllabus. I will go over it briefly. You should sign the syllabus. Take it home for your parents to sign as well.

Books will be distributed and covered. You will put your names, class period, room 234, and "Ms. Losen" in your books and fill out the accompanying paperwork.

There will be a reading quiz on the summer reading. I haven't decided (as of Monday the 25th) what else we will do with this work.

Students will read George Orwell's "Politics and the English Language" and William Lutz's "With These Words I Can Sell You Anything." We will have a brief discussion of these on the first day or on the next day.

Homework: Finish the articles and bring in your signed syllabus. You will receive a homework grade of 100 for turning in your signed syllabus on Thursday/ Friday.

Thursday (September 4th)

I will collect your signed syllabi. If we haven't discussed the articles, we will begin to do so.

Slide show on advertising.

Homework for the weekend: Read the speech assigned by the teacher and analyze it according to rhetorical appeals and Orwell's rules.

Rhetorical Appeals:

• Ethos: an appeal to people's moral sense; Aristotle also saw ethos as part of the audience's trust in the speaker's character (as an authority figure or expert)
• Pathos: appeal to emotion
• Logos: appeal to reason or logic; rational argument

Orwell:

• staleness of imagery
• lack of precision
• dead or dying metaphors
• verbal false limbs (when "a verb becomes a phrase, made up of a noun or adjective tacked on to some general-purpose verb such as prove, serve, form, play, or render." Also includes phrases like "be subjected to, give rise to, exhibit a tendency to." Includes use of passive, gerunds, and -ize and de- formations. "Simple conjunctions and prepositions are replaced by such phrases as with respect to, having regard to, the fact that, etc....ends of sentences [that use phrases like]...greatly to be desired, deserving of serious consideration, brought to a satisfactory conclusion, and so on and so forth").
• pretentious diction
• meaningless words
• use of foreign words or phrases with the intent to impress
• euphemisms (nice words to soften reality)
• use of too many words

In addition to all this, note what the speaker does well. Note where he/she is concrete and specific.