Course Syllabus
Faculty
| Section | Teacher |
|---|---|
| D | Mr. Greg Elliott |
Contacting Me
As the teacher for this course, I can be contacted in the following ways:
- Name: Greg Elliott
- Office: 225A
- Email: gelliott@stgeorges.bc.ca
Please contact me by email to arrange an appointment.
Course Description
Students enrolled in this course will complete the requirements for English 12, a mandatory course required by the Ministry of Education to graduate in the province of British Columbia, as well as the requirements of AP English Language. Students earn an individual mark in each course.
The AP English Language and Composition course focuses on the study of non-fiction texts from different historical periods, although the majority of works covered are written by 20th century and present day authors. Students will be exposed to a variety of written genres, including speeches, letters, essays, and graphic images as texts. The study of these works encourages students to focus on critically analyzing texts with the goal of discussing and presenting oral and written arguments based on the rhetorical strategies and elements employed. Students are required to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts including opportunities for self and peer revision, assessment, and reflection. Students will evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate stylistic, and grammatical choices.
The AP Language and Composition course is equivalent to an introductory college-level course; therefore, students who enroll in this course are expected to be strong, successful English students that want to enhance an already strong skillset in the English language. Maturity of thought and expression are stressed in writing assignments, with synthesis and analysis skills taking the forefront of many writing assignments. Many opportunities for critical listening, carefully reasoned speaking, and the creative use of technology are offered during the year.
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
AP Language is a comprehensive university styled English course. The reading load is at a higher level, and students are encouraged to complete their readings so that they can better participate in class discussions, classroom activities, and complete assignments at a high level.
Submitting work
AP students are expected to complete all assignments on Canvas or as instructed. Assignments must be original and submitted on time. If students are unable to complete an assignment on time or will be absent on the day of the assessment, they must communicate with their teacher before the missed class or deadline.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- Read for enjoyment and to achieve personal goals
- Construct meaningful personal connections between self, text, and world
- Transform ideas and information to create original texts, using various genres forms, structures, and styles
- Use metacognitive strategies to think about our own thinking, strengths, and weaknesses
- Demonstrate a multimedia, formal speech, discussion, and performance presentations
Learning Outcomes
Provincial Learning Outcomes. Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
- Evaluate the relevance (using credibility and significance of purpose) and reliability (using bias, propaganda, and excluded voices) of texts
- Analyze a text based on its purpose (audience and theme), structures (organization), features (diagrams, maps, charts), and literary elements
- Analyze the social and/or cultural values and perspectives that are communicated through the author’s use of language
- Analyze multiple texts to justify a nuanced, unifying theme
- Demonstrate strategic speaking skills (volume, pace, inflection, and emphasis) for the appropriate text
- Demonstrate strategic body language skills (gestures, stance, movements, eye contact) for the appropriate task
- Effectively use rhetoric, literary devices, style (implicit or explicit thesis), and descriptive language to craft a composition appropriate for its purpose
- Create effective, informative written work by using conciseness of language, logical development of ideas, use of transitions, and development of thesis
- Communicate a clear opinion support with specific evidence in a given style
- Use the conventions of Canadian spelling, grammar, and punctuation correctly given the context
- Use diction (connotation, verb choice) and syntax (parallelism, modifiers, sentence types) according to communication style and audience
- Correctly cite sources of information using MLA style for both in-text and Works Cited citations
AP Learning Outcomes
Enduring Understandings of AP English Language and Composition. Based on the AP curriculum, students will learn and be evaluated on the following knowledge and skills:
- It is important to establish and understand how to develop one’s own written and spoken voice.
- A strong and unique voice is developed by exploring ideas, by developing those ideas orally, in writing, and through various media, and by sharing them in various forms.
- All communication has an audience, the message and its form should be chosen with audience and purpose in mind.
- It is important to read critically: to question motives, authenticity, and purpose of the pieces we read, in all their forms.
- To participate fully in our society, we must understand, appreciate, and be able to use rhetoric in all its forms (written, oral, visual), and for its various purposes. development of their own, unique voices
Assessment and Evaluation
A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.
Writer’s Craft 25%
- Grammar and editing skills
- Take-home assignments and/or multi-day assessments, group or individual
- Multiple-literacy representations
- Peer/self-editing
- Metacognitive responses to personal work
In-class Writing 25%
- In-class writing: essays, free writes, stand-alone responses
- Timed responses and performance tasks
- Cross-grades
Reading and Viewing 25%
- Reading comprehension, interpretation, reflection
- Multiple choice and short answer assessments
- Bloom’s sheets
- Canvas discussions
Oral Language 25%
- Presentations
- Debates, discussion-based assessment
- Student self-assessment of engagement during small/full-class discussions
- Poetry in Voice
AP Language Exam
- Students may choose to write the AP Language exam. This exam does not impact the student’s English 12 or AP Language and Composition mark.
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class that learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning requires exploration of one’s identity.
Literacy/Numeracy
This course embeds literacy practices within every lesson. You’ll learn critical reading skills to help you critically read, interpret, and analyze prose. You’ll observe how the literary techniques you’ve explored in prior units unfold over the course of longer works and analyze how characters develop and interact over the course of a narrative. You’ll delve deeper into the roles of character and conflict in fiction and explore how a narrator’s perspective can colour storytelling.
Students will be asked to demonstrate understanding through comprehension, analysis, synthesis, and evaluation tasks. You’ll develop your interpretation of literature further by examining how contrasts, ambiguous language, and various other techniques can add layers of meaning to a literary work. You will also be asked to share ideas using oral, written, and visual communication in both formal and informal settings.
Learning Resources
This course involves the study of readings from many different sources, and does not rely solely on one textbook. Readings, including some from the texts below, will be selected by the instructor throughout the year.
Baker, Sheridan and Gamache, Lawrence B. The Canadian Practical Stylist With Readings. Don Mills: Addison Wesley Longman, 1998. Print
Graff, Gerald and Birkenstein, Cathy and Durst, Russell. They Say I Say. W.W. Norton Co. 2015. Print
Lunsford, Andrea A. and Ruszkiewicz, John J. Everything’s An Argument. Boston: Bedford/St. Martin’s, 2013. Print
Shea, Renee H. and Scanlon, Lawrence and Aufses, Robin Dissin. The Language of Composition: Reading Writing Rhetoric.: Bedford/St. Martins. Print
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
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Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
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Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
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Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
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Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|