Course Description
Honors English 11/12 is a two-year curriculum of American and English literature specifically designed for students desiring a more academically rigorous English course. The course format is primarily reading, writing, and discussion.

The honors component of Honors English 11/12 adds sufficient academic heft that this English course can be considered a college-level course and is figured into the student's GPA on a 5-point scale (rather than the customary 4-point scale). Thus, students can expect at least 20% more work (reading, writing, thinking) than their regular English compatriots will be expected to accomplish in the same period of time.

Admission Requirements (any two):

• 3.0 cumulative GPA or grade of "B" or better in last year's English class.
• 12th grade equivalence on ITED test for reading and written expression
• Scores on the PLAN or PSAT equivalent to ACT English score of 19 or SAT verbal score of 470.

Should I Take Honors English 11/12?

The choice of whether or not to participate in Honors English 11/12 has less to do with brains than it does focus. Students who are very self motivated, derive satisfaction from significant academic experiences, have previously performed well in English class, and score well on the English sections of standardized tests are invited to consider Honors English 11/12. If you like English class, enjoy reading and writing a lot, and really enjoy an academic focus in your life, then honors might just be for you.

The flip side is that you might be very smart but really enjoy courses and activities other than English class better. Students whose focus is on significant extra-curricular commitments (such as music groups and lessons, varsity sports, Prep leadership roles, lengthy work hours, etc.) are advised to consider the regular English course so that they can devote sufficient time to their school work AND their other, equally valid, commitments.

Who should NOT enroll in Honors English 11/12?

• If you want to do the minimum required to get by in English, stick to the regular English course. Honors English 11/12 is all about exceeding expectations--your own and those of the teacher.
• If a parent is pressuring you to "take honors," but you don't want to, have a serious talk with the pressuring parent rather than unduly stressing yourself. Talk about doing your best in English class and creating balance in your life.
• If you do not have the time or inclination to put in extra effort to do quality work, make your own life easier by sticking with the regular English course that will probably better fit your needs.
• If you struggle with long reading and writing assignments, then pick the regular English option so you don't have to struggle as much. Most likely your academic and life goals can be very adequately met by the regular course.

My purpose in life is NOT to stress students. Prep is offering an honors component for students who love reading, writing, and exploring new ideas. So help me NOT stress you by making wise choices about balance in your life. If academics are your area of interest, then, "Welcome aboard!" If you have heavy extra-curricular commitments, doing well in regular English will be far more satisfying than getting really stressed about the Honors English 11/12 and not doing as well as you would like.

Course Objectives
The NAD Curriculum Guide for Language Arts Grades 9-12 identifies five strands of study for the English curriculum: reading, writing, speaking, listening, and viewing. In reflection of these areas of study, the Honors English 11/12 curriculum provides students with opportunities to:

• Read American and English literary texts in a way that is significant to themselves;
• Participate in literary discussion--oral or written--by listening/reading thoughtfully and presenting their own idea cogently and persuasively;
• Demonstrate analytical and evaluative skills while responding to essays, short stories, drama and/or poetry,
• Write sentences of increasing maturity and complexity;
• Write coherent paragraphs and essays that demonstrate a logical progression of ideas;
• Practice all stages of the writing process: generating ideas, organizing, drafting, revising, re-drafting, proofreading, and sharing the final draft;
• Develop a personal style and voice, varying it according to the needs of the subject and audience;
• Incorporate appropriate grammar, spelling, usage, and punctuation in all public work; and
• Better understand Christ and His redemptive power and grace as revealed in language and literature.

Texts
Prep's policy is to provide all non-consumable required texts to students with the understanding that students must not write in the textbooks or otherwise damage them. However, interacting with a text by marking it up is an important part of the level of study and depth of reading expected of advanced students. Therefore, in this class, students are encouraged (not required) to purchase their own copies of literary works so that they can make them useful to themselves by writing in them as they read and the works are discussed in class. A list of required literary texts will be distributed in class--allowing sufficient time for the outside purchase of books for students wishing to take advantage of this option. (Students may also purchase school copies of texts.) In addition to literary texts, students need access to:

• A Bible (a modern translation)
• A writing handbook (to be selected)
• For home: Access to a current (less than 10 years old) dictionary such as The American Heritage Dictionary, Webster's New World Dictionary, or The Random House Dictionary. A scholarly online dictionary is fine.

Additional Materials
Students should own or have access to these necessary course materials and resources:

• A 1" to 1-1/2 three-ring binder (preferably with a cover sleeve and page lifters).
• Set of 5-tab page dividers. Labels: 'Handouts', 'Journal', 'Notes', In-Progress', 'Returned'.
• Loose notebook paper for class assignments.
  • Use college-ruled paper if your handwriting is small and neat. Use school-ruled paper if you need a little more space to communicate neatly.
  • Paper ripped from spiral-bound notebooks is NOT acceptable for assignments, quizzes, and other class activities unless the edge has perforations that permit the NEAT removal of the little "taggy" pieces.
• Blue or black ink pens are the preferred writing implements. Pencils may be used for marking on rough drafts.
• A USB flash drive and/or email address to facilitate the transportation of writing drafts back and forth to school.
• Pocket folder to submit essays, all drafts and supporting documents. (Folders will be distributed in class when needed.)

Requirements
Students will be required to do the following work:

• Write journal entries in which they respond to assigned journal prompts;
• Read assigned texts (announced in class and/or listed in the Honors English 11/12 website);
• Participate in class discussions: oral and/or online discussion forum;
• Complete projects based on literary selections;
• Write assigned essays based on the reading assignments;
• Do in-class exercises, quizzes, and other activities;
• Maintain regular, punctual attendance;
• Write semester examinations based on class readings and discussions.

Class assignments are listed in the Honors English 11/12 website. Ask!!!--if you're not sure how to access the class website.

Grading
Course grades are maintained in RENweb where both students and parents/guardians can inspect them at any time during the quarter. The final grade is determined by the percentage earned of the total points possible.

A

=93%

-100%

B-

=80%

-82.9%

D+

=67%

-69.9%

A-

=90%

-92.9%

C+

=77%

-79.9%

D

=63%

-68.9%

B+

=87%

-89.9%

C

=73%

-76.9%

D-

=60%

-62.9%

B

=83%

-86.9%

C-

=70%

-72.9%

F

=below 60%

Elements of the course are weighted as follows:

Tests, quizzes, other assessments	= 50% of the final grade
Projects, essays, daily class work (including journals)	= 50% of the final grade

Grade changes are made according to the policy in the PUC Prep Student Handbook.

Class Participation
Each student is expected to contribute positively to the learning environment of the Honors English 11/12 classroom. Because enrollment in this class is by student choice, making a positive contribution in class is always expected, and any student who chooses to negatively impact the learning environment may be asked to pursue another, more suitable option, for completing the English requirement.

Attendance and Course Policies
Each student is responsible for all material and assignments presented in class and is expected to maintain regular attendance at all class sessions. Conscientious, thorough, responsible students make better grades than students who make choices that diminish these characteristics. To encourage students to make wise choices for success in English class, these are the policies that apply to PUC Prep English classes:

• Assignment deadlines
  Assignments are due at the beginning of the class period of the due date, unless otherwise noted in the English Dept. website and/or announced by the teacher in class. Generally, late assignments are NOT accepted.

• Excused absences
  Work missed because of an excused absence (usually confined only to absences resulting from illness, a medical/dental appointment, a death in the immediate family, or a school-sponsored trip) must be made up as promptly as is practical. Generally, you will be given twice as many days as you missed plus one day to make up the work. For example, if you are sick for three days, you'll be given seven school days to make the work up: (3 days X 2) + 1 day = 7 days.
  
  YOU are to initiate necessary arrangements the first day you return to class. Better yet, contact me before or while you are absent (or check the website!) so that you can begin your make-up work before you return.
  
  Foreseeable excused absences (field trips for other classes, varsity games, music tours, Bible conferences, etc.) do not alter student responsibilities. Make arrangements before you go. Class work must be made up as arranged.
  
  It is to your advantage to have the assignment done for the first day of your return to school following any absence. Having your work ready allows you to fully participate in class activities and move on with new material. Go to the English Dept. website to find out what you have missed during an absence and do your homework before you return to class.

• Unexcused absences
  Daily work, quizzes and tests missed because of unexcused absences or tardiness cannot be made up and will be assigned a score of zero. Absences that are NOT considered excused include--but are not limited to--missing class because you slept in, having computer/printer problems, forgetting which class you're supposed to be in at a particular time, running an errand for another teacher, etc.
  
  You must be in class for your work to be accepted. The teacher will NOT accept work turned in by another person for a student with an unexcused absence. If you know you are going to have an excused absence, turn your work in ahead of time or make other arrangements with the teacher PRIOR to your absence.
  
  If a large project/essay that is late because of an unexcused absence IS accepted (a circumstance SO rare and unusual that it is worked out on individual bases), the grade penalty will be 10%/day (not including weekends).

• Test scheduling
  Students are expected to take all tests when they are scheduled--during the school year AND during exam weeks. If for any reason--other than an excused absence, a student cannot meet this expectation, s/he MUST make re-scheduling arrangements with the teacher PRIOR to the test time. Tests missed without prior arrangements being made receive a grade of zero except in the most unusual circumstances--if the teacher determines that an excusable situation prevented the student from contacting the teacher prior to the test time.
  
  Tests missed because of an excused absence (such as illness) are to be re-scheduled and made up as described above in "Excused Absences."

• Eating and drinking in classroom
  PUC Prep School provides a lunch period during which students may eat and drink. Please do NOT bring food or drinks (other than water) into the English classroom during class periods. Students who arrive in the classroom with open food and/or drink will be asked to take it back to their lockers or dispose of it in a trash can in the hall (NOT in the English classroom trash can). If this request makes a student late back into the classroom, an unexcused tardy will be recorded.

• Leaving classroom
  As the teacher is legally responsible for all students during class, no student is to leave the English classroom without permission from the teacher once class has started.

  • Students who leave the room without permission once class has started may be marked absent.
  • Students who must leave to retrieve items that should have been brought to class but were forgotten must ask for permission to leave and may be marked tardy upon their return to the classroom.
  • Plan so that you do NOT have to leave class. Take care of water fountain and bathroom needs before or after class so as to avoid distracting other students by unnecessary comings and goings during class.

• Electronic devices
  Cell phones, iPods, laptop computers, calculators, game toys, and other electronic devices are to be turned off and out of sight during English class unless the teacher has given specific permission for their use. Items disturbing the learning environment of the English classroom will be confiscated by the teacher and returned at the teacher's discretion and convenience. A repeat offence may mean that the confiscated device will be turned in to the office for return to the student (or parent) at the principal's discretion and convenience. (See the Personal Technology section of the PUC Prep Student Handbook for the schoolwide policy.)

Academic Integrity
"Cheating is not tolerated at Prep. Students who choose to cheat may expect a variety of consequences, including but not limited to loss of grade, loss of class office or loss of ability to participate in extracurricular activities. Consequences will be at the discretion of the teacher involved, and will be discussed with the student and parent/s.

"Failing to properly give credit for words [music, graphics, or other creative material] written by someone else is plagiarism. Using documents or parts of documents [or other files, such as music or graphics] found on the Internet or elsewhere without giving credit is plagiarism. Consequences will apply as listed above" (PUC Prep Student Handbook).

Any attempt to pass off another person's work as your own is dishonest. Examples of academic dishonesty include, but are not limited to: copying from a neighbor during a test, using an electronic device to retrieve resources not permitted in a learning situation, copying homework done by a classmate, and collaborating on schoolwork and/or sharing or "checking" answers with a peer (unless given specific permission to do so). To be safe--on all English class work--assume that you are to work individually. Exceptions will be clearly stated in the classroom.

What to Do If You Think the Teacher Has Made a Mistake
Teachers are human; they make mistakes sometimes. If you think a teacher has made a mistake, you need to draw it to her attention. Most teachers try very hard to be scrupulously fair; if you have earned a point, teachers want you to have it. There are several very positive, constructive ways to draw your teacher's attention to a mistake. These all involve approaching the teacher kindly--just like you would like to be approached if someone were pointing out an error you made. "A soft answer turns away wrath, but a harsh word stirs up anger" (Proverbs 15:1).

Approaching a teacher in an appropriate manner allows both teacher and student to have a positive experience. If a teacher really has made a mistake, by not attacking her personally you give her the opportunity to gracefully correct it without seeming to question her teaching qualifications and her right to coexist with you on this planet. If you've made a mistake in assuming the teacher made a mistake, approaching her politely means that you won't have to feel embarrassed if she tactfully explains your error, and you can gracefully learn more about the subject. Either way, both go away from the conversation with feelings intact and maybe even boosted.

Most teachers are basically pretty reasonable, but they don't like feeling personally attacked. Behaviors that make a teacher feel attacked are the same kinds of behaviors that make you feel attacked. Stop and think: if someone approached you in the manner you are just about to use to approach your teacher, how would you respond? For example, grousing loudly to your neighbor about what an idiot you think the teacher is and then approaching her belligerently with "Why did you mark me off here?" sends an attacking message to her. This probably isn't the message you want to send your teacher's way when you're hoping she'll add a few points that may have been subtracted erroneously from your paper.

A good way to start a conversation that allows both teacher and student to save face is, "Help me understand why I was marked off here." Another positive starter is, "I think you may have misunderstood me here. I would like to explain myself further." Another option is, "My reading of the text led me to respond in this way. Did I misinterpret it?" Also, it's helpful for both teachers and students to remember that a few moments' reflection before we open our mouths will usually soften our words and get us better responses.

ADA (Americans with Disabilities Act)
In compliance with the Americans with Disabilities Act, PUC Prep School will make reasonable accommodations to provide equal access for persons with disabilities. If you need an accommodation due to a disability, please make an appointment to discuss this with the teacher outside of class time.