Advanced English 10 American Literature 2013-2014 Mr.

Dan Cummings
And this I believe: that the free, exploring mind of the individual human is the most valuable thing in the world. John Steinbeck, East of Eden This course provides a traditional grounding in American literature while exploring diverse voices. The texts in this course inherently address themes of the American experience, including but not limited to ideals of freedom, the place of the individual, identity, non-conformity, the American Dream and subsequent disillusionment. A student in this course will be expected to write numerous essays, expository and otherwise, creative and analytical; they will read analytically, annotate text, participate in formal and informal debates, generate presentations and be active in class discussions.

Course Goals and Objectives

Students will . . . explore a wide range of literature and develop personal interpretations of the language, characters, narrative structure, themes and philosophies they discover identify techniques employed by writers to impart ideas (tone, figurative language, style, narrative viewpoint) pursue mastery of the standard expository essay through the practice of effective technique: a focused thesis, organized paragraphing, awareness of purpose and audience, precise diction, concise statements experiment with personal voice through a variety of writing exercises write informally as a way to strengthen insights and develop voice recognize features of specific periods and characteristics of American literature through representative authors read critically, in search of style, purpose and direction express themselves orally, both in structured and unstructured environments gain exposure to literary criticism and secondary source material complete ongoing vocabulary building exercises and reinforce grammar fundamentals build note taking and organizational skills First Semester Readings and Texts The Glass Castle, Jeannette Walls (summer) Kindred, Octavia Butler (summer) The Great Gatsby, F. Scott Fitzgerald 1

selections from The Autobiography of Benjamin Franklin selected writings of Shawn Carter selected paintings of Norman Rockwell A Wagner Matinee by Willa Cather an incredibly short summary of The Scarlet Letter, Nathaniel Hawthorne Masque of the Red Death , The Black Cat, and The Bells, Edgar Allen Poe The Yellow Wallpaper, Charlotte Perkins Gilman essays from the Self Reliance and Other Essays, Ralph Waldo Emerson essays from Civil Disobedience and Other Essays, Henry David Thoreau The Lightning Rod Man, Herman Melville selections from Leaves of Grass and Song of Myself, Walt Whitman selected poems of Emily Dickenson short summary of Tom Sawyer, Mark Twain selections from The World Before Him, Horatio Alger Poor Little Stephen Girard, Mark Twain The Adventures of Huckleberry Finn, Mark Twain Incident, Countee Cullen We Wear the Mask and Sympathy, Paul Lawrence Dunbar Minstrel Man, Langston Hughes First Semester Objectives Students will . . . initiate a debate on what constitutes American literature read for authorial manipulation of the reader (narrative voice, implied authority) write with mythological comparisons in mind (sample writing prompt: Elucidate how Fitzgerald employs the archetype of an American Adam in his creation of Gatsby.) discuss American literature and isms, as well as the traditional canon explore the traditional rendition of the American Dream and implications of such discover and identify the presences of mythology in American culture uncover the and write about the importance of place understand transcendental ideas as a root of American Literature and culture write in response to philosophical text (sample writing prompt: In a developed personal essay, apply the ideas of Henry David Thoreau to a current controversial issue in America.) analyze public oration, write and deliver persuasive speeches (sample prompt: Prepare and deliver a speech clearly supporting one side of a current topic of political debate.) explore and recognize inherent characteristics of the Gothic analyze employment of setting and tone as a primary metaphoric tool (sample prompt: In a concise essay, analyze Poes use of diction and repetition to create a sense of the gothic in his short stories.) develop techniques of close analysis through annotation and directed writing 2

discuss the role of social commentary in art build note taking skills improve college level vocabulary

Readings and Texts On the Rainy River, Tim OBrien Barn Burning, William Faulkner The Crucible, Arthur Miller To Kill a Mockingbird, Harper Lee selected critical essays The Weary Blues, Harlem, and Mother to Son by Langston Hughes selections from Their Eyes Were Watching God, Zora Neale Hurston In Cold Blood, Truman Capote selected critical essays Capote, dir. Bennet Miller Second Semester Objectives Students will . . . explore, in writing, social creation of morality (sample writing prompt: Compare and contrast the theme of bravery in two works of short fiction.) debate reconciliation of past and present via controversy in texts identify the role of fiction in progressing societal conversations be introduced to the concept of the Other in nation/culture building recognize and evaluate inherent racism in American literature write in response to a continuing and historical issue (sample prompt: In a personal essay, explore the meaning of justice both in literary and real world terms.) understand the structure of drama for presentation identify and elucidate the use of selected diction for tone and connotation write formally and informally in analysis of authorial decisions (sample prompt: In a concise essay, examine the style Capote uses to create sympathy for a character.) be introduced to film as text develop techniques of close analysis through annotation and directed writing discuss the role of social commentary in art build note taking skills improve college level vocabulary Grading and Assessment You will be graded on daily assignments, quizzes, tests, essays and major projects. One pagers will be common and students should always include textual evidence to support their insights. In addition to objective grades, you will be assessed on your effort and participation. Effort is measured by my observation of your willingness to engage text and class, to push your abilities and 3

produce the best work you are capable of producing. Preparedness, enthusiasm and meaningful contributions in class are important. Students are encouraged to take control of their assessment creativity is a doorway to engagement.

I do not accept late homework. Essays or projects not submitted when due, for any reason, cannot earn more than 50% credit. Writing is a process; rewrites on major essays are expected, rough drafts are encouraged this is done on the students initiative. Missed work is the students responsibility. You are encouraged to seek extra help if needed. Grades will be available consistently.

Absences This is an advanced course. Attendance is crucial. We adhere to student handbook: a student who accumulates more than five total absences during one grading period (excused or unexcused) may receive a failing grade. A student who is absent more than 20 total days in a year (excused or unexcused) may be denied credit. Unexcused absences include any absence in excess of the 5 excused absences. Academic Integrity It is important to learn the value of your own work and not depend on the ideas of others. Do not plagiarize. Plagiarism occurs anytime an individual uses the words or ideas of another without giving proper credit or citation. The Student Handbook is clear in terms of expectations for academic integrity: Cheating is defined as any attempt to receive academic credit for work done by someone else, and includes copying another's work (including plagiarism) on any assignment [or] turning in any work written or prepared by another (proper citation of sources). When a student uses words or ideas that are not their own but gleaned from another source they must denote such by enclosing those words and ideas in quotation marks and citing the source of those words and ideas. It is not enough to change the words of a source; credit must be given for the ideas obtained from any source. Academic dishonesty will result in consequences as outlined in the Student Handbook, including (but not limited to) zero credit for the assignment and possible failure of the course. Further, you need to think for yourself. Do not rely on crutches like Sparknotes, etc. The mind is a muscle train it by using it. If you are found to be relying on such a crutch, your position in the advanced class will be reconsidered. Contact Me Both parents and students are welcome and encouraged to contact me at the school during regular school hours or via email at the following address: 4

dcummings@ccirish.org Additionally, I welcome parents in my classroom, whether for observation, participation, presentation or volunteering. Please let me know if you would like to come in for a class.

This syllabus is a guide and the respective materials may change as the course progresses and the class develops.

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