Monday, August 31, 2015
Tuesday, August 18, 2015
Persuasive Writing Terms You Should Know
Click on the quizlet game link to see what you know and still need to learn in terms of writing terms.
Thursday, August 6, 2015
2014-2015 Syallbus
Writing 9-10 Syllabus
Instructor: Mrs. Enos
Room: B106
E-mail: Laura.Enos@fpsmail.org
“Office Hours”:
7:15 - 7:45 AM (drop-in’s welcome); 3:15-3:45 PM (appointment preferred); TST (you must have a signed pass from me prior to the beginning of TST).
Welcome to Writing 9-10. In this class, you’ll develop your fluency, confidence, vocabulary, mechanics, voice, and tool box as a writer through a variety of classroom activities and writing opportunities. We will most likely all develop the undervalued ability to produce a not-so-great (you might not realize it now, but you will in nine weeks) first draft, but that’s okay, we will only get better!
Please read this syllabus carefully and keep it in your files for future reference. Please have a parent/guardian read and sign the syllabus and bring the signature back to me by Friday.
Curriculum:
The lessons have been aligned with the Nebraska State Language Arts Standards http://www.education.ne.gov/READ/StudentFriendlyStandards/Brochure_High_School.pdf
Assignments Types:
Frequent writing and in-class work
-notes,Turn-it-in-Tuesday work, rough drafts, peer-editing, in-class activities (individual, small group and whole group), journal entries, and bell ringers
Formal essays and major projects
- The biggies: final drafts of your major essays, as well as end-of-quarter portfolio and presentation
Quarter final/exam
- vocabulary, on-demand writing, and persuasive writing terminology will all be assessed
Materials
Don’t forget to bring:
- Classroom folder with handouts, graded material,etc. DON’T THROW ANYTHING AWAY UNTIL THE END OF THE NINE WEEKS!
- A pen (not yellow ink or a color that is hard to see) and a pencil
- Your planner (you cannot receive a pass from me without it; where to write assignments and deadlines)
- An alert and positive attitude (let’s end our day on a happy note!)
- Homework
Homework assignments (and other useful information) can be found on the class blog: www.writingwithenos.blogspot.com and/or Google Classroom posts. Bookmark it and check it daily/when you can or check our Google Classroom page.
Homework in my class can fall into one of two categories: participation and graded. As a general rule, smaller and less formal assignments will be completed for participation and effort and larger, more complex assignments will be graded for quality of work.
Late work policy
It’s extremely important to take responsibility for your work in Writing 9-10. Please pay close attention to the following policy.
One day late = 80% or less; Two days or more late = 70% or less.
Always have a Plan B. Work can be printed off, emailed to me, if all else fails, write it out on paper. Make sure your work is ready well before class starts; always have a backup plan.
Your grade in this class is based on TOTAL POINTS. Remember that earning an “F” on an assignment (half the points) is a far better choice than never turning the assignment in/getting a zero (no points) – partial credit is better than none. This distinction makes and breaks grades.
Absences: If you’re absent, it’s your responsibility to find out what you’ve missed (approach me the next day when you come back and ask what you’ve missed). When you get back to class, please talk to me immediately about catching up. Be familiar with the school’s policy (student handbook in your planner) on how many extension days are given for each day you’re absent from school.
The most important thing you can do if you’re having trouble with time management is to communicate with me. Problems happen; catching them early gives you a chance to solve them. If something’s going wrong, own it, talk to me ASAP, and we’ll make a plan.
Class Policies
A working classroom is a community. If one part is faulty, the whole can’t function properly. Every person in the room plays a part in making or breaking our dynamic. What I ask you to bring to the room is: Respect and Kindness.
To keep our community healthy, and to save us all some time, I’ve developed the following policy. Please read it carefully and keep a copy in your folder.
In the classroom
Students who are not living up to their potential greatness – having side conversations while I’m trying to give instruction, falling asleep, interrupting, doing homework for another class, being insubordinate, etc.– will receive two friendly reminders to get back in the game. If these two reminders don’t help, I’ll ask students to step out of the classroom and speak to their assistant principal.
Some issues may advance up the trail more quickly. For instance, if you use vulgar language, or extremely inappropriate in your choices, argumentative, and/or are harming others or yourself, I reserve the right to ask you to step out immediately.
If I ever send you to the main office, please come chat with me before next day’s class so we can figure out how to make the next day better, start fresh, and move forward.
Food and drink
I request that you refrain from eating in class – it’s distracting and makes a mess (no need to invite the ants to come marching in). Plus, we work A LOT with technology and we need our technology to last as long as possible through proper care. If you have a medical condition that requires you to eat food, the school nurse has communicated this with me and I will be more than happy to cooperate with and support your health needs. Drinks are fine, but please keep it discreet and quiet. Your beverages must have a lid. Anything caffeinated must be of moderate size (20 oz. or less). When we are working on computers, your drink needs to be on the floor to avoid spilling on the technology.
Plagiarism
Plagiarism is the most serious academic offense you can commit. If you steal someone else’s work, words, or ideas, reuse a former piece of writing you used for another class, etc. you will receive an “F” on the assignment and it will go on your permanent record. There is no need to risk failing a course. You have your own great, original ideas to use when writing!
Plagiarism may take the form of:
- Direct copying (from a book, from the internet, from another person)
- Having someone else do work for you (a tutor, a relative, a friend, purchasing an essay off the internet)
- Failing to cite your sources in a research paper (We will not be doing a required-formal research paper in this course, but if you choose to quote someone in your persuasive essays, we need to make sure you are giving credit correctly). Never be afraid to ask how to properly cite a source. I am here to help!
If you’re uncertain about what constitutes plagiarism, feel free to bring me your questions.
Assessment
I’ll communicate with you regularly about what’s working and what isn’t. I’ll give you feedback (written and verbal) on your strengths and weaknesses, and let you know your approximate grade. (Please note that the grade will not be set in stone until the end of the nine weeks– there’s always time to improve up until then.) If you sense that a problem or a less-than-ideal pattern is developing, please take the initiative to come talk to me about ways we can improve the situation. Once again: personal responsibility is the key to success here.
Feel free to check in with me at any time if you’d like to know your current grade. Right at the beginning or end of class is a great time to ask. Please don’t ask during the middle of a lesson or classroom activity. Also, you have a powerschool login and password that allows you to be more self-sufficient about checking on your own grades outside of school as well.
Fremont High School’s Grade Scale
A = 100% - 93%
B = 92% - 86%
C = 85% - 78%
D = 77% - 70%
F = 69% - 0%
I really strive to make writing an enjoyable experience even if you personally dislike the activity. It will be our job as a classroom community to support each other and help one another improve as individuals! It should be a rewarding nine weeks!
Please have a parent/guardian sign the the following sheet, verifying that the syllabus has been shared with them and read.
I have read the Writing 9-10 syllabus and understand the instructor’s expectations of this nine week course.
________________________________ ____________
(student’s signature) (date)
I have read the Writing 9-10 syllabus in regards to my student’s education and expectations in this class.
________________________________ _____________
(parent/guardian’s signature) (date)
Comments/Concerns/Something You’d Like Me to Know to Better Help your Child/Student (optional):
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