CAS Senior Composition/ Genre in Literature

Teacher: Amy Crawford, email: amycrawford@berkeley.net

COURSE DESCRIPTION
Senior year is the culmination of your CAS experience. The senior course work revisits

and deepens themes that were introduced in prior years, particularly examining the question How is social change accomplished, and what can I do to bring about social change for a more just society? We will integrate ideas and skills from the disciplines of social science, English, communication arts, media technology, and service learning to approach the project of making a difference in society, of becoming young people who do not just witness history but make it. Senior composition is the course that links the reading and writing we do in school with the reading and writing that happens in the real world. This course is based on the principle that in order to become a powerful force in improving our society, you must be able to receive language expertly and critically, and also command your own voice with power and confidence. Throughout the year, you will develop these skills by discussing and analyzing fiction and non-fiction texts, writing regularly, and carefully critiquing your own writing, as well as that of your peers.

GOALS & OBJECTIVES

The goal of this course is to ensure that you possess the reading, writing and speaking skills necessary for success in college and the work place, and to be active participants in our society. By the end of this course, you will have the tools to command many genres of writing, from the personal essay to research papers. You will have the knowledge, understanding and skills to analyze and critique the many arguments around us--from television commercials to political speeches. You will have a deep understanding of the art of rhetoric, and the many strategies speakers and writers use to persuade an audience. Finally, you will have the tools to speak and write persuasively, so that you are prepared, able and empowered to address the injustices that face our world today.

COURSE CONTENT
Class Structure: Class will follow 4 thematic units that are roughly one quarter long. Unit I: The Personal Essay
Essential Questions: Who are you and where are you going? What experiences have made me who I am? How can you successfully convey who you are in writing to someone who has never met you?

We will begin the year with activities and exercises that build up to writing a personal essayone that can be used for college applications and scholarships, or considered a critical chapter in your autobiography or memoir. We will review published personal essays and successful college essays, and work in groups and one-on-one with writing experts. After developing solid drafts, we will begin to analyze rhetorical strategies and techniques authors use to engage their readers. Finally, we will work on writing lean that is using language sparingly and effectively.
Focus: Introduction to the Rhetorical Triangle, tone, syntax, diction, narration as rhetoric, creating narrative through setting, character, dialogue, imagery, and figurative language

Texts: Model essays and personal statements Flight, Sherman Alexie Everyday Use chapter 7: Rhetoric in Narrative Revising Prose by Richard A Lanham (The Paramedic Method) Unit Projects: Personal Statement/Reflective Essay, Rhetorical Analysis Essay Unit II: The Individual and Society
Essential Questions: What is community? How can I be a part of a group, yet remain true to myself? What does it take to survive and thrive in a community or society? How do great speakers persuade their audience?

In this unit we look at the complexities of individual identity and consider issues of membership in society. We will read Huxleys Brave New World explore our own identities with an emphasis on understanding how our sense of self affects our behavior, and how individual choices impact society. We will continue to deepen our understanding of rhetoric by analyzing a variety of media, including political speeches, advertisements and propaganda.
Focus: Introduction to the traditional appeals, in-depth analysis of tone, introduction to rhetorical devices and fallacies, research, MLA documentation, analysis, interpreting charts, graphs and other visuals, outlining and note-taking review, introductions/conclusions/transitions

Texts: The Shining by Stanley Kubrick (film) Commercials A More Perfect Union, Barack Obama, Philadelphia, 3/18/2008 By Any Means Necessary, Malcolm X, 1965 Aint I a Woman?", Sojourner Truth, 1851 Brave New World by Aldous Huxley Harrison Bergeron by Kurt Vonnegut Everythings an Argument by Andrea A. Lunsford, John J. Ruskiewicz and Keith Walters Unit Projects: Prcis writing, Rhetorical Analysis Essays, Speech on social issue TIMEOUT for a Mini-Unit: Kick-starting the Senior Thesis (Connected with the BEST/Media Internship & Senior Exhibition)
Essential Question: What idea that has been raised within my internship is interesting to me and worthy of research?

The Senior Thesis and Senior Exhibition are the culminating assignments of the senior seminar and will be due in May. Your Senior Thesis is a formal research paper that explores a topic related to your internship (that runs from October to May) and incorporates what you learned from your internship. At this point in the year, we will take a break to get started on this synthesis essay in Senior Composition. After getting started, we may decide to dedicate one day a week of class time to work on your senior thesis. Texts: Everythings an Argument by Andrea A. Lunsford, John J. Ruskiewicz and Keith Walters Unit Projects: Statement of interest, evidence analysis, interview, bibliography, process paper, formal research paper (synthesis essay) Unit III: Equity & Education
Essential Questions: What kind of future are we creating? How do our decisions today, as individuals and a society, shape the future of humanity?

Schools have the potential to liberate minds or crush souls. They can be the great equalizer as Horace Mann had hoped, or just another institution that reproduces social, political and economic inequality. We will reflect on our own experiences in schools, read ancient to modern ideas about the goals of education, and think about how education in the U.S. could be done differently to produce more equitable outcomes. You will examine your school experiences and beliefs about schools, and after visiting another Bay Area school, youll design your own model school.
Focus: Synthesize sources

Texts:

Indian Education by Sherman Alexie Allegory of the Cave by Plato Victory of the Common School Movement by Carl Kaestle The Common School by Horace Mann From Pedagogy of the Oppressed by Paulo Freire From Other Peoples Children by Lisa Delpit A Talk to Teachers by James Baldwin From Shame of the Nation by Jonathan Kozol Let Teenagers Try Adulthood by Leon Botstein The Liberal Arts in an Age of Info-Glut by Todd Gitlin A Model for High Schools by David S. Broder The Class by Laurent Cantet (film) Waiting for Superman by Davis Guggenheim (film) Unit Projects: Education narrative, Educational thinker poster/teach-in, Model School project, Synthesis Essay Unit IV: Models of Justice: Restorative vs. Retributive
Essential Questions: How is social change accomplished, and what can I do to bring about social change for a more just society?

Through readings, guests, videos and readings, we will compare and contrast the restorative model of justice used by the South African Truth and Reconciliation Commission (mostly in BEST History) with the U.S. model of retributive justice. We will apply these concepts to current dilemmas in American society such as our criminal and juvenile justice system.
Focus: Annotation methods, debate vs. dialogue

Texts: Farewell Address, Dwight D. Eisenhower, 1/17/1961 Are Prisons Obsolete? by Angela Davis What I Want My Words To Do To You, Gary Sunshine and Judith Katz (film) Everythings an Argument by Andrea A. Lunsford, John J. Ruskiewicz and Keith Walters Unit Projects: Debates, Poetry, Magazine

INSTRUCTIONAL MATERIALS The following materials are required in class daily (due on Friday, September 2): A small binder with lots of loose-leaf paper Pens blue or black ink only! (Sorry, no pencils!) & highlighters Flashdrive (keep all word-processed assignments on this) AGREEMENTS
1. 2. 3. 4. 5. Build the CAS learning community. Be prepared to participate in discussions. Empathize. Make new friends. Be kind. Recognize that everyone in the room has something to teach you. Show respect. Be here. Be on time. Remember that no one has the right to disrupt the learning process of others. Listen whenever someone else is talking. Take responsibility for your own behavior. Take risksintellectual and emotional. Try out new ideas and perspectives. Be willing to change your mind. Ask questions youre afraid to ask. Think deeply. Cultivate your intellectual curiosity. Dont settle for easy answers develop an appreciation of complexity and a tolerance for ambiguity. Refuse to be bored. Claim your education. Be disciplined. Work hard. Learn to manage your time. Make your SENIOR year count.

I pull these agreements from Mr. Pratt, with whom most of you have discussed them in the past. They are a starting point for thinking about how we can create the best possible learning environment for everyone.

CAS AND SENIOR POLICIES

Electronics Policy: All phones and other electronics (including earphones) must be completely out of sight during class time. No exceptions. 1. One warning will be issued at the start of school to the entire class. 2. A visible electronic device will be confiscated and given to Mr. Melgoza, with referral to OCI. You may take a picture of homework or the board before or after the bell rings. Parent phone calls must use in-class wall phones. In the case of emergency, parents and guardians should contact the BHS front desk (510.644.6120). Texting a friend who has your backpack in their locker is not an acceptable use of technology. Late Work & Absence:

Be here, every day. When you are not here for a valid reason, make sure you excuse your absence through the attendance office. Unexcused absences lead to a drastic loss of participation points. When you are absent, it is your responsibility to find out what work you have missed and to make it up in a timely fashion.
To qualify for full credit, you must turn work in on the day it is due. Daily homework will only be accepted when it is submitted on time. When you are absent, it is your job to find out what you missed outside of class time. If your absence is excused your work is due the day after you return. It is your responsibility to turn it in or show it to me for credit.

Any major paper, project or assignment turned in late can only qualify for a C, and will only be accepted 2 days late. It is your responsibility to talk to me 24 hours BEFORE a due date if you anticipate a problem due to a legitimate reason.

Grading Policy
I expect you to put forth your best effort to produce the highest quality work of which you are capable. Grades are based on a point system. You earn points on every assignment and through participationcoming to class on time, every day, taking part in discussions and activities, and respecting others in the class. Typically, your semester grades will follow the traditional grading scale (A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=59% or less) and break down as follows:

Classwork/Homework/Participation 35%

Daily attendance and participation is critical to success in this class. Your participation grade will be determined by your ability to get to class on time, to come prepared with your materials and the text we are reading, to participate in the daily warm-up/QOD, to turn in homework completed and on time, to actively participate in the daily activity and to contribute positively to the CAS learning environment. You are on time if you are in or moving towards your seat when the bell rings.

Formal Essays and Narratives 35%

Writing is the cornerstone of this course, and you will be expected to practice the writing skills you are learning on a regular basis. Essays may take the form of personal reflections, rhetorical analysis, or creative writing. Late essays will lose 10% per day late. Extensions will only be granted if you notify me at least 24 hours in advance in person or through email at amycrawford@berkeley.net. Essays must be typed in Times New Roman, 12-point font with 1 margins, and submitted in hard copy. If you do not have regular, reliable access to a computer, I will help you work out a plan for completing your papers. I will not accept papers through email. You may, of course, always email me with questions or concerns about an assignment.

Peer Editing and other Group Exercises 30%

Learning how to give thoughtful, specific, and constructive feedback is an important part of becoming a skilled writer. Talking with other people about their writing can help us internalize strong writing habits, and can help us strengthen our own vision for the kind of writers we want to be. This year, you will become an expert at giving feedback, and you will be held accountable for taking this process, and all group work, seriously. Teacher Contact: The best way to reach me is through email:

amycrawford@berkeley.net
--------------------------------------------------------------------------------------------------------------------CAS Senior Comp: My signature shows I have read, understood and agreed to the contents of this syllabus.

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